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Centering on cognitive and reflective development of pre-service primary school teachers, this study aimed to contribute new understanding of how teacher identity is formed through increased teache...

Teacher behaviors play a key role in forming and shaping organizational culture in schools. The current innovative and leadership-based learning objectives introduced by Education 4.0 have made the transformation obligatory from traditional classrooms of the industrial society to creation of digital classrooms. This transformation will embrace digital curriculum that might impact learning outcomes and reduce in-class management. How is it different from traditional classrooms? The spaces in a digital classroom are both digital and physical. This environment asks for future creative convergence talents, thus giving teachers new tasks to take greater ownership of change processes of their school culture. This shift also requires creation of reflective learning communities together with a redefinition of the meaning and scope of teacher supervision. This study introduces, a “Teacher Competency Development Model,” in which innovative learning opportunities for teachers in educational organizations toward Education 4.0 are offered through innovative models in teacher supervision based on cognitive, reflective, and peer coaching and their utilization within the educational contexts. Within this framework, the contents and strategies of three supervision models, namely, reflective, cognitive, and peer coaching to be able to help teachers survive and cope with their adaptation to Education 4.0 will be discussed.

Focusing on the contribution of reflective practice to teaching practice amongst student teachers, this study examines the impact of reflective journal entries of 16 student teachers from Faculty of Education at the Artvin Coruh University in Turkey. Quantitative and qualitative research approaches were employed for this study including open-ended questioning techniques (surveys and interviews), written reflections under reflective categories showing how the participants reflected on their teaching experience as anecdotal data. Participants were trained through a 10-h orientation on reflective writing program developed by the researcher. To categorise the reflective writing types, identification of Hatton and Smith [12] of types of reflection (instrument 1), was employed. Participants were later requested to answer a 26 open–ended questionnaire (instrument 2), the questions of which were constructed based on Richards and Lockhart's [16]. Findings have implications for how reflective journals can be employed and used in school-based contexts and pre-service teacher education.

KEYWORDS Leadership Behaviors. Reflective Management. Higher Education. Middle Administrators. Evaluation ABSTRACT We live in a rapidly changing and increasingly complex world, where universities try to keep up with all kinds of developments and developing and implementing new and diversified curricula. Moreover, the way department heads exhibit their leadership practices is becoming more and more complicated because universities keep struggling for their own survival as a result of these changes. At universities, department heads often perform a middle-management role depending on the organizational structure of each university and this role is usually taken for granted and is unquestioned. The goal of this study was to evaluate the leadership practices and behaviors exhibited by the middle level administrators including department heads, supervisors and coordinators at universities in North Cyprus.The research approach was both quantitive and qualitative including a variety of data sources including open-ended surveys, interviews used together with the Leadership Practices Inventory (LPI).

Arastirmada farkli duzeyde egitim verilen (lisans, yuksek lisans ve doktora) egitim fakultelerinde calisan ogretim elemanlarinin sinif ici iletisim becerilerinin incelenmesi amaclanmistir. Bu dogrultuda nicel arastirma yontemlerinden iliskisel tarama modeli uygulanmistir. Arastirmanin calisma grubu, seckisiz olmayan ornekleme yontemlerinden amacli ornekleme yontemiyle belirlenmis ve uc universitede ogrenim goren ogrencilerden veri toplanmistir. Veri toplama araci olarak iletisim becerileri olcegi (Karagoz ve Kostereklioglu, 2008) kullanilmistir. Analiz sonuclarinda farkli duzeyde egitim veren egitim fakultelerinde iletisim becerileri acisindan “saygi”, “ifade becerisi” ve “demokratik tutum” alt boyutlarinda anlamli bir fark gozlenemezken, “deger”, “engeller” ve “motivasyon” alt boyutlarinda, ogretim duzeyi farklilasan universitelere gore anlamli farklar gozlenmistir. Ozellikle ogretmenin ogretim ortaminda iyi bir model olusturmasini, sicak ve coskulu olmasini, mesajin kaynaga etkili sekilde ulasmasini belirlemeye calisan “motivasyon” boyutu lisans duzeyinde egitim veren universitede daha yuksek doktora duzeyinde ise daha dusuk bulunmustur. “Deger” ve “engeller” alt boyutlarinda ise verilen egitimin kademesi yukseldikce ogretim elemaninin iletisiminin arttigi gorulmektedir. Ogretim elemanlarinin iletisim becerileri konusundaki farkindaliklarini artirmasi icin gerekli onlemler alinarak iletisim becerisi egitimi verilmesi onerilmektedir.

This chapter mainly focuses on the concept of reflection as a process, both individual and collaborative, involving experience and uncertainty under the theme of reflective leadership. This type of leadership basically means learning to manage and lead human organizations. It originates from the concept of reflection defining leadership roles and responsibilities in all types of organizations. Focusing on reflection for learning in an effort to create reflective learning communities for all stakeholders taking part in both administrative and executive positions in organizations, this chapter is expected to contribute to leadership theories, to link theory and practice in concrete terms describing new leadership roles and responsibilities under the reflective thought considering its unique impact on organizational functioning.

The goal of the study was to test whether student teachers trained using a peer coaching training program after teaching practicum sessions in teaching of English as a foreign language would demonstrate greater improvement on measures of a number of identified instructional skills and self-efficacy than those just receiving traditional supervisor visits. Two groups of student teachers (32 in total) from English language teaching Department of European University of Lefke, North Cyprus doing their Teaching Practicum course (EDU 420) as part of a B.A. teacher education program were compared in regard to their (a) self-efficacy, and (b) development of (clarity) instructional skills. Results showed statistically significant differences in favor of the experimental condition on 7 variables measured. The findings also have implications for how peer coaching can be a vehicle to develop self-efficacy.

Around the world there are many schools where native speakers of other languages study English as a foreign language (EFL). In this article, I introduce a school-based reflective management model (SBRM) for such EFL schools. The model centers on creating a learning community where all changes involve reflective learning and growth for students, teachers, and principals. The model's 3 distinct concepts-learning, teaching, and leading-are mutually supportive. This model particularly offers a theoretically grounded framework for school-based reflective management and new roles for students, teachers, and principals by drawing on 4 bodies of literature (leading for learning, school-based management, creating a reflective learning community in EFL contexts, and reflective teaching and learning). In this model, reflective management is used to describe the concept that teachers, principals, and students should be leaders and learners.

Due to lack of sufficient comparative studies on dicrepancies in job descriptions of supervisors across the world, this research study aims to compare different job descriptions across the world and create an awareness on the problems owing to role conflicts, and to contribute to the debate over these problems. As a result of this study, discrepancies and differences have been analyzed, and four main problems have been determined: 1. Overloaded responsibility, 2. Dispersion in jobs, 3. Inclusion of other activities that are less related to core functions of supervisors, 4. Role conflicts. These four problems alone show discrepancies in job decsriptions and role conflicts. However, the more these problems increase, the more discrepancies that supervisors are likely to face will appear and it will be very difficult for supervisors to play their own roles. From this point of view, ob descriptions should be redefined especially for supervisors in a more coherent way, Denetmenlerin iş tanımlarındaki çelişkiler ile ilgili dünya ölçeğinde yeterince karşılaştırmalı çalışmalar olmamasından hareketle yapılan bu araştırmada, birçok ülkedeki denetmenlerin iş tanımları karşılaştırılarak özellikle rol çatışmalarından dolayı yaşanan sorunlarla ilgili bir farkındalık yaratılması ve bu bağlamda yapılacak tartışmalara katkı yapılması hedeflenmektedir. Bu çalışma sonucunda, denetmenlerin iş tanımlarında ortaya çıkan çelişki ve farklılıklar analiz edilerek dört temel sorun belirlenmiştir: 1. Çok fazla sorumluluk, 2. Görevlerde dağınıklık, 3. Denetmenin temel görevleri ile çok az ilişkisi olan etkinliklerin iş tanımlarına dâhil edilmesi, 4. Ortaya çıkan rol çatışmaları. Bu dört sorun bile tek başına, denetmenlerin iş tanımındaki çelişkilerin karmaşıklığını göstermektedir. Kaldı ki, bu kategoriler arttıkça, bunlar arasındaki farklılıklar da doğal olarak artacak ve denetmenlerin de çok daha fazla sorumlulukla birlikte, bu sorumluluklara ilişkin dağınıklık ile karşı karşıya kalma riski de o ölçüde artacaktır. Bu bağlamda, başta denetmenin rolü olmak üzere bu rollerin tanımının yeniden ve daha tutarlı bir şekilde yapılması gerekmektedir

Focusing on the promotion of reflectivity during practice teaching amongst teachers, this study aims to explore the impact of a reflective teacher supervision model (RTSM) developed by Goker (2006a) on the development of instructional skills of teachers. Two groups of elementary and secondary school teachers from different fields (24 in total) registered for an MA course, American University, Cyprus were compared to their development of instructional skills. The research approach used for this study was both quantitive and qualitative, which included: (a) conducting a sample lesson based on the pinciples of reflective teaching, (b) expessing results both with statistical data obtained from the pre test and post test results of the Clarity Observation Instrument (Metcalf, 1989) and using interviews and surveys, and anecdotal data. Findings have significant implications for how reflective supervision can be a means to develop instructional skills. Recommendations for teacher education programs and the student teachers are also made.

This study examines the impact of EFL (English as a foreign language) teachers’ collective efficacy (TCE) and job stress on job satisfaction. The participants were 25 EFL instructors from English Foundation School, Girne American University, North Cyprus who responded to the TCE, Job Stess and Job Satisfaction Questionnaires. Findings supported the hypotheses that TCE predicted job satisfaction in EFL setting in North Cyprus and job stress was negatively related to job satisfaction for EFL instructors. The results from this study provide evidence that TCE and job stress in an EFL context influence job satisfaction. At a broader level, the study is the first to examine teachers’ collective motivation beliefs in an EFL setting. For educators, this study underlines the importance of TCE as a source of individual job satisfaction.

There seems to be a large discrepancy between leading and learning roles of EFL (English as a foreign language) teacher, learner and principal, which often makes EFL schools fail to build a coherent, collaborative system that supports powerful, equitable learning for all learners. Based on the discrepancy above, in this article, I introduce a reflective leadership framework (RLF) for EFL learners, teachers, and principals, which offers a vision of desirable practice for these three stakeholders with particular roles rather than a set of recipes or a change theory. Reflective leadership is used to describe the concept that learners, teachers and principals should be leaders and learners. I argue that with this reflective leadership type, in which all individuals are empowered to lead for learning, EFL schools could be more effective due to their unique contexts. In this leadership framework, 3 distinct concepts-learning, teaching, and leading-are mutually supportive for more powerful connections between leading and learning. This leadership type particularly offers a theoretically grounded framework for EFL schools, which desire to initiate a communicative curriculum with new leadership roles for students, teachers, and principals by drawing on the following bodies of literature: leading for learning, school-based management, creating a reflective learning community.