Supervisors

Lesson planning employs both pedagogical and content knowledge. The processes are complex and student teachers, undergoing practicum, struggle to plan. However, studies that explain processes drawn from a qualitative inquiry to explain the practice are rare. The purpose of this study is to generate a theory to explain Thai EFL student teachers' lesson planning by adopting the grounded theory. The research questions include 1) How do the Thai EFL student teachers design their lesson plans? 2) How do the student teachers implement the lesson plans? and 3) What action do the student teachers take after implementing the lesson plans? The research instruments are semi-structured interviews as well as observations of 22 student teachers majoring in Teaching English. The data is analyzed by means of coding to identify emerging categories and generate a substantive theory. A constant comparative analysis of the data generates a grounded theory of EFL student teachers' lesson planning, illustrating cyclical processes of four stages. The first stage is pre-planning, where personnel and institutions have an influence by giving information necessary for planning. The second stage is planning, showing both linear and non-linear processes. The third stage is implementing plans, observed by school and university supervisors. Student teachers agree, partly disagree or entirely disagree with feedback and use or do not use the feedback to improve subsequent plans. Finally, the last stage is reflecting/evaluating, showing modes of communication and a reflective process for both problems and success.

The problem centers around the suspicions that student teachers do not often heartily accept the marks  awarded to them by the their supervisors and the co-operating teachers, where the latter take part in the grading at the end of their teaching practice exercises. But some individuals hold the view that there are no ground for these state of minds. These  necessitated  the study to identify the student teachers  beliefs  about  teaching  and  evaluation  of  their  performances  by  the    co-operating  and
supervising teachers. One hundred and fifty student teachers from Eha-Amufu college of Education and Alvan Ikoku College of Education Owerri  were sampled. Questionnaire was used for the data collection. Statistical analysis used was the percentage. The study revealed that; student teachers believe that the  co-operating  teachers    comments  on  their  performances  were  not  biased;  student  teachers
recommended that supervisors be matched with students from their own disciplines only, also that they should be more frequently supervised to enable them received enough  corrections before final gradings  are  made.    The  researcher  recommended  that;  the  co-operating  teachers  whose  classes  are usually taken over by the student teachers should physically witness every lesson delivered by the student teachers. This will enable proper guidance to be made.  Also, that supervising teachers  preferably should come  from  same  disciplines  as  the  student  teachers.  Finally,  it    is  recommended  that  the  evaluation sheets should be made available, at least for a glance to the student teachers for maximum corrections to be made.

A comment on the division of work in the Third Cycle of higher education in the Spanish university. The Catedrático gets all the PhD candidates who are able to really write a dissertation on their own, that´s why they "work" more and their job is easier.  (Paper written 2011)

In Quebec (Canada), a new normative framework and the COVID-19 pandemic have precipitated the hiring, by the ministry of education, of at least a hundred new resource persons to monitor home education. According to international writings, these professionals are at the crossroads of normative, political, and educational conflicts. Our literature review reveals that these resource persons might solve such conflicts by adopting some of ten typical intervention strategies: mutual understanding, tolerance of disagreement, search for the child’s interest, creativity, competency development, negligence, abuse of power, protection of their professionality, incontestability, and distrust. A questionnaire was constructed on the basis of this typology, aimed at supporting the study of their interactions with families.

In Quebec (Canada), a new normative framework and the COVID-19 pandemic have precipitated the hiring, by the ministry of education, of at least a hundred new resource persons to monitor home education. According to international writings, these professionals are at the crossroads of normative, political, and educational conflicts. Our literature review reveals that these resource persons might solve such conflicts by adopting some of ten typical intervention strategies: mutual understanding, tolerance of disagreement, search for the child’s interest, creativity, competency development, negligence, abuse of power, protection of their professionality, incontestability, and distrust. A questionnaire was constructed on the basis of this typology, aimed at supporting the study of their interactions with families.