| Theory in Interpersonal Process Recall (IPR) (Kagan, 1995), clinical supervision (Goldhammer, 1969; Cogan, 1973; Acheson & Gall, 1997, Costa & Garmston, 2002; Glickman, Gordon, & Ross-Gordon, 2004), and reflective practice (Dewey, 1933; Schon, 1987) indicate that integrating these approaches has potential to develop more insightful teachers and supervisors. This study explored the potential for IPR to contribute to reflective practice and the clinical supervision of teachers by investigating the following research questions: How did a novice supervisor-inquirer affect the teacher-client's discourse during the supervisory conference-IPR recall sessions? What were the topics/issues the teacher-client addressed during the supervisory conference-IPR recall sessions? In what ways does the process of IPR help a teacher-client engage in reflective practice? How can IPR be used in the process of clinical supervision?; This qualitative single case study design consisted of a teacher-client and supervisor-inquirer engaged in six supervisory conference-IPR recall sessions (i.e., meetings held between the researcher and the teacher for the purpose of recalling the teacher's thoughts and feelings about her lessons that she watched on videotape). Three forms of data were generated: verbatim records of what the participants said during the recall sessions and final interview, thick records of observer comments that included nonverbal acts and low inference interpretations, and the researcher's reflection field-note journal. Carspecken's (1996) reconstructive analysis techniques were used to uncover objective, subjective, normative-evaluative, and identity claims within meaning fields made by the teacher-client and the supervisor-inquirer.; The results of this study indicate that IPR used within the context of clinical supervision helps a teacher-client engage in different levels of reflection and reflective practice that progress from awareness to action. This study also revealed evidence of the novice supervisor-inquirer's negative judgments about the teacher-client's talk (i.e., frustrations about different aspects of time, control over lesson planning, trust in others, student discipline and motivation, system related issues, fears, and contradictions in self-identity). The study concludes with recommendations for using IPR within a cycle of clinical supervision and emphasizes the importance of building trust, establishing concepts of shared understanding, using IPR video recall during supervisory conferences, and supporting teacher and supervisor reflective practice. |
