Print ISSN: 1017-5636
Online ISSN: 2412-558X
This paper reports on an action research study that implemented a clinical supervision intervention with two secondary school teachers in the education district of Victoria in Trinidad and Tobago, to improve their instructional skills in using the Think-pair-share and Jigsaw student-centred teaching strategies in their classrooms. The paper tells the stories of the teachers’ transition from resisting - not seeing the need to change from their teacher-centred strategies - to embracing and valuing student-centred strategies they were exposed to during the intervention. The participants had at least ten years’ teaching experience but no formal initial teacher preparation for teaching. The data collection instruments used were an interview, a Likert scale teaching survey, a questionnaire, reflective journals and observation. Data were analysed by organising and categorising into themes for each research question and constructing teacher narratives from the data. Results of the study illuminated the tensions and contestations the teachers underwent as they perched on the threshold of becoming a different kind of teacher, and how they made the transition. The results also indicated that clinical supervision can improve teachers’ pedagogical and instructional skills, and the use of student-centered teaching strategies can create meaningful learning experiences that can lead to increased student engagement and achievement. The researchers conclude that clinical supervision is an effective professional development mechanism that resonates at the chalkface of education, that is, in the classroom.