A Transcendental Phenomenological Study of Supervision in Teacher Preparation in Saudi Arabia
Year: 2021
Type: dissertation
Abstract: Teaching is a challenging and complex profession. Teacher preparation programs are facing wide criticism. Several organizations have called for the reform of teacher preparation programs to meet the requirements of the 21st-century world (AACTE, 2018; NCATE, 2010). The purpose of this phenomenological study (Husserl, 1970; Moustakas, 1996) is to gain an in-depth understanding of the lived experiences of Saudi Arabian university supervisors regarding supervision in teacher preparation and how these experiences have shaped their conceptualization of supervision. The study utilized purposeful and homogenous sampling strategies. Data collection included three semi-structured individual interviews per participant. The study relied on traditional phenomenological analysis methods of bracketing, horizontalization, clustering into themes, textural descriptions, structural descriptions, and textural-structural synthesis (Moustakas, 1994). The findings of this study showed that the essence of supervision for Saudi Arabian preservice teacher supervision is a complex function requiring experienced and well-trained university supervisors. Saudi Arabian preservice teacher supervision must focus on professional growth and learning, and on creating a context for learning built on relationships. This study had implications for university supervision. These implications are related to the learning of supervision, the enactment of supervision, and the model for supervision.
Author: Shahad Babaeer
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3186172034