| Instructional supervision is a supervision and guidance on the instruction leaded by the superior departments in charge and educational institution. It is an external leading system for teacher’s professional development both home and abroad. While the traditional instructional supervision was operated under the industrialization model whose purpose is control which inevitably lead into an adversarial duality relation between the managers of the educational institution and teachers and the existence of which is an impediment for teachers instructional assistance of the supervisor.Besides, the supervisors in early stage were defined as an examiner, a critic and an expert of fault-finding who requires teachers to follow certain regulation regardless of the specialties in teaching through regular and standard classroom instruction observation. This instructional supervision stays far away from the real teaching situation and has difficulty in presenting proper guidance for teacher’s professional development for its sameness on the evaluation of the teachers.Classroom walk-through came up as a result of the theory of management by wandering around and government policy of improving the education quality which refers to the momentary, frequent, structured and focused class visitation and inspection, information collecting of the instructional decision that the teacher have made, the following cooperation talk with teachers in order to reach the purpose of improving teaching efficiency through the co-exploration of the best instructional decisions by walking into the classroom of the principal, school administer and excellent teacher. As an informal instructional supervision practice, it has made the following changes:the supervise idea from control turns to development; the supervise content from teacher’s behavior turns to teacher’s cognition; the supervise evaluation from result oriented turns to procedure oriented; the supervise relation from adversary turns to cooperation; and the supervise role from supervisor turns to cognitional coach. This thesis discovered that classroom walk-through has a great benefit to teachers instructional engagement experience, teachers’self-efficacy, the attitude to the development of teachers’ profession, instructional efficiency and the improvement of students scores. The practice has proved that these changes pave a new approach for teacher’s professional development together with the improvement of educational quality and revolution of instructional supervision systemAs a way of education activity, classroom walk-through inevitably involves people, the procedure of activity, the content of activity and the environment of activity, with which this thesis starts to explore.The first part introduces the origins of classroom walk-through that is the development of the American instructional supervision, the changes of supervision of the classroom walk-through and the causes for the blooming of classroom walk-through. The second part catalogs the theory system of the American classroom walk-through including the basic theory, essentialities, functions, and four models which are the supporting ideas and theory roots. The third part explains the operation mechanism which includes the preparation before the classroom walk-through, the implement of classroom walk-through and the conversation after the classroom walk-through. As there is great difference in education environment, history and culture, and education faith between America and China, there would definitely some limitations when classroom walk-through implemented in practice. Therefore, the forth part explores the enlightenment of the instructional observation for China based on the basic theory of classroom walk-through. The emergency of classroom walk-through has an epoch-making significance whose supervision ideas-advocation of development, highlight on improvement, focus on procedure, valuation on cooperation worth referencing for instructional observation in China. |
PDF Full Text Request