A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories

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dc.contributor.advisorYoung, Douglasen_ZA
dc.contributor.authorYeld, Nanen_ZA
dc.date.accessioned2016-01-15T14:18:24Z
dc.date.available2016-01-15T14:18:24Z
dc.date.issued1987en_ZA
dc.descriptionIncludes bibliographies.en_ZA
dc.description.abstractThe dissertation concerns the procedure of teacher supervision as presently conducted at the University of Cape Town's School of Education, and suggests ways in which this can be improved. It is argued that teacher education should be situated in the paradigm of Action Research, and within that, in the approach known as Participant Observation. The language of the classroom is chosen as the means whereby classroom practices can be investigated. A detailed account is provided of a full sequence of clinical supervision, and use is made of complete lesson and subsequent interview transcriptions in this account. The methodological techniques of participant observation, interviews, 'triangulation' procedures and fieldnotes to supplement the analysis of transcripts and interviews, are used. In addition, three different ways of analysing classroom language are described, viz . discourse analysis, insightful observation and coding schemes, and their appropriacy for teacher supervision purposes assessed. Finally, teacher conclusions are drawn regarding an effective model for supervision. It is suggested that FIAC (Flanders' Interaction Analysis Categories) be used in combination with lesson transcriptions, and stress is laid on the need for teacher trainees and trainers to observe at all times the criteria for participant observation. Suggestions are put forward concerning possible implementation of recommendations made, and the need for future research in this area is emphasised.en_ZA
dc.identifier.apacitationYeld, N. (1987). <i>A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/16404en_ZA
dc.identifier.chicagocitationYeld, Nan. <i>"A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1987. http://hdl.handle.net/11427/16404en_ZA
dc.identifier.citationYeld, N. 1987. A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Yeld, Nan AB - The dissertation concerns the procedure of teacher supervision as presently conducted at the University of Cape Town's School of Education, and suggests ways in which this can be improved. It is argued that teacher education should be situated in the paradigm of Action Research, and within that, in the approach known as Participant Observation. The language of the classroom is chosen as the means whereby classroom practices can be investigated. A detailed account is provided of a full sequence of clinical supervision, and use is made of complete lesson and subsequent interview transcriptions in this account. The methodological techniques of participant observation, interviews, 'triangulation' procedures and fieldnotes to supplement the analysis of transcripts and interviews, are used. In addition, three different ways of analysing classroom language are described, viz . discourse analysis, insightful observation and coding schemes, and their appropriacy for teacher supervision purposes assessed. Finally, teacher conclusions are drawn regarding an effective model for supervision. It is suggested that FIAC (Flanders' Interaction Analysis Categories) be used in combination with lesson transcriptions, and stress is laid on the need for teacher trainees and trainers to observe at all times the criteria for participant observation. Suggestions are put forward concerning possible implementation of recommendations made, and the need for future research in this area is emphasised. DA - 1987 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1987 T1 - A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories TI - A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories UR - http://hdl.handle.net/11427/16404 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/16404
dc.identifier.vancouvercitationYeld N. A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1987 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/16404en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleA participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categoriesen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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