Improving One Teacher’s Instructional Practice Using Clinical Supervision: An Action Research Study for Teaching In 21st Century Classrooms
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Teachers worldwide are responsible for facilitating student learning. Stakeholders, including 21st century students in today’s classrooms, place high demands on teachers to provide students with skills of critical thinking, problem-solving, collaboration, leadership, effective communication, and analysis. This action research highlights the use of a clinical supervision intervention to improve a teacher’s pedagogical skills in selected student-centred teaching strategies that were intended to promote teacher effectiveness. It also investigates the influence of these strategies on students’ learning. Findings reveal an over-reliance on traditional teacher-centred strategies by the teacher prior to the intervention. However, post-intervention findings show the teacher’s shift towards student-centred teaching, development as a reflective practitioner, students’ increased interest and participation in learning, and students’ improved perception of the subject taught. While there were challenges in implementing the intervention, one can conclude that the time and effort invested in this intervention made it a success.