Human Relations in Instructional Supervision: EFL Trainees’ Appraisal of a TEFL Practicum

Juvenale Patinvoh Agbayahoun


Instructional or educational supervision is a valuable training tool that can be used to support pre-service teacher education. When it is well implemented, it helps student teachers develop self-awareness, self-assessment and self-reflection skills. This study explores a group of 18 Beninese EFL trainees’ perceptions of instructional supervision and their practicum experiences. It also examines the nature of the relations between them and their supervisors. A mixed method research design is used for the study. The data are collected through three instruments: a questionnaire addressed to the participant EFL trainees, the written records of their practicum experiences, and a follow-up interview to 6 of them who are randomly selected. The findings reveal a lot of discrepancies between the type of supervision they expected and the one they experienced during the practicum. Some useful suggestions are discussed to contribute to a better understanding of the supervisory process and the role of the supervisor in a practicum.

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Copyright (c) 2017 English Linguistics Research

English Linguistics Research
ISSN 1927-6028 (Print)   ISSN 1927-6036 (Online)


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