Email this article A Qualitative Study on Curriculum Supervision and Learning Modalities in the Time of Pandemic: Basis on the Proposed Innovative Supervisory Framework
Abstract
Abstract: A Qualitative Study on Curriculum Supervision and Learning Modalities in the Time of Pandemic: Basis on the Proposed Innovative Supervisory Framework. Objective: This study examines the challenges posed by the pandemic to instructional leaders and their ability to supervise teachers, focusing on the university context. Methods: Using a phenomenological approach, 6 instructional leaders were interviewed through a face-to-face questionnaire to uncover the supervision models, processes of supervising teachers, different learning modalities, and supervisory framework. Findings: The results revealed that the synchronous class was most effective among the three modalities used: synchronous, asynchronous, and modular. Furthermore, a differentiated supervision model was constructed based on the practices of instructional leaders, and a framework was proposed for use in other schools. Conclusion: The implications of this research are that instructional leaders should be aware of the various supervision models, processes, and learning modalities available in order to effectively respond to and cope with the crisis. Additionally, other schools can employ alternative supervision models by investigating the characteristics that affect supervision.
Keywords: leadership, curriculum supervision, new normal education, phenomenological research.
Abstrak: Kajian Kualitatif Supervisi Kurikulum dan Modalitas Pembelajaran di Masa Pandemi: Landasan Usulan Kerangka Pengawasan Inovatif. Tujuan: Penelitian ini mengkaji tantangan yang ditimbulkan oleh pandemi terhadap para pimpinan institusi pendidikan dan kemampuan mereka untuk mengawasi guru, dengan fokus pada konteks universitas. Metode: Menggunakan pendekatan fenomenologis, 6 pimpinan institusi pendidikan diwawancarai melalui kuesioner tatap muka untuk mengungkap model supervisi, proses supervisi guru, modalitas pembelajaran yang berbeda, dan kerangka kerja supervisi. Temuan: Hasil menunjukkan bahwa kelas sinkron paling efektif di antara tiga modalitas yang digunakan: sinkron, asinkron, dan modular. Selain itu, model supervisi yang dibedakan dibangun berdasarkan praktik para pemimpin instruksional, dan sebuah kerangka diusulkan untuk digunakan di sekolah lain. Kesimpulan: Implikasi dari penelitian ini adalah bahwa pemimpin instruksional harus menyadari berbagai model supervisi, proses, dan modalitas pembelajaran yang tersedia untuk menanggapi dan mengatasi krisis secara efektif. Selain itu, sekolah lain dapat menggunakan model supervisi alternatif dengan menyelidiki karakteristik yang mempengaruhi supervisi.
Kata kunci: kepemimpinan, supervisi kurikulum, pendidikan normal baru, penelitian fenomenologi.
Full Text:
PDFReferences
Adhabi, E., & Anozie, C. B. (2017). Literature review for the type of interview in qualitative research. International Journal of Education, 9(3), 86-97.
Brock, J. D., Beach, D. M., Musselwhite, M., & Holder, I. (2021). Instructional Supervision and the COVID-19 Pandemic: Perspectives from Principals. Journal of Educational Research and Practice, 11(1), 168-180.
Bulunz, N., Gursoy, E., Kesner, J., Baltaci Goktalay, S., & Salihoglu, U. M. (2014). The Implementation and Evaluation of a Clinical Supervision Model in Teacher Education in Turkey: Is It an Effective Method?. Educational Sciences: Theory and Practice, 14(5), 1823-1833.
Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective. Aquademia, 4(2), ep20018.
Campbell, T. F. (2013). Teacher supervision and evaluation: A case study of administrators' and teachers' perceptions of mini observations (Doctoral dissertation, Northeastern University).
Cobbold, C., Kofie, S., Bordoh, A., & Eshun, I. (2015). Perception of curriculum leaders and teachers on feedback and conditions essential for effective supervision in senior high schools.
Collis, B., & Moonen, J. (2002). Flexible learning in a digital world. Open Learning: The Journal of Open, Distance and e-Learning, 17(3), 217-230.
Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: a balance of relationship and rigour. Family medicine and community health, 7(2).
Eshun, I., Bordoh, A., & Kofie, S. (2015). Perceived scope and approaches of curriculum supervision. American Journal of Psychology and Behavioural Sciences, 2(4), 146-151.
Fritz, C., & Miller, G. (2003). Supervisory options for instructional leaders in education. Journal of Leadership Education, 2(2), 13-27.
Glatthorn, A. A. (1984). Differentiated Supervision. Publications, Association for Supervision and Curriculum Development, 225 North Washington Street, Alexandria, VA 22314 (ASCD Stock No. 611-84326; $8.50).
Glickman, C. D., & Gordon, S. P. (1987). Clarifying Developmental Supervision. Supervision in Context. Educational Leadership, 44(8), 64-68.
Gursoy, E., Kesner, J. E., & Salihoglu, U. M. (2016). Clinical Supervision Model in Teaching practice: Does it make a difference in supervisors' performance?. Australian Journal of Teacher Education (Online), 41(11), 61-76.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University, 46.
Kadushin, A., & Harkness, D. (2014). Supervision in social work. Columbia University Press.
Kusumawati, D. (2016). Academic supervision of principals of early childhood learning management. Satya Widya's Journal, 32 (1), 41-48.
Loose, C. C., & Ryan, M. G. (2020, November). Cultivating teachers when the school doors are shut: Two teacher-educators reflect on supervision, instruction, change and opportunity during the covid-19 pandemic. In Frontiers in Education (Vol. 5, p. 231). Frontiers.
Lu, W., Wang, H., Lin, Y., & Li, L. (2020). Psychological status of medical workforce during the COVID-19 pandemic: A cross-sectional study. Psychiatry research, 288, 112936.
Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap. John Wiley & Sons.
Mette, I. (2020). Reflections on Supervision in the Time of COVID-19. Journal of Educational Supervision, 3(3), 1.
Murithi, M. M. (2012). Influence of head teachers instructional supervision strategies on curriculum implementation in public primary schools in Imenti South District, Kenya (Doctoral dissertation, University of Nairobi, Kenya).
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108-121.
Ornstein, A. C. (1987). The Field of Curriculum: What Approach? What Definition?. The High School Journal, 70(4), 208-216.
Prosek, E. A., & Gibson, D. M. (2021). Promoting rigorous research by examining lived experiences: A review of four qualitative traditions. Journal of Counseling & Development, 99(2), 167-177.
Sahoo, C. K., Behera, N., & Tripathy, S. K. (2010). Employee empowerment and individual commitment: An analysis from integrative review of research. Employment Relations Record, 10(1), 40-56.
Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4.
Turner III, D. W., & Hagstrom-Schmidt, N. (2022). Qualitative interview design. Howdy or Hello? Technical and Professional Communication.
Veloo, A., Komuji, M. M. A., & Khalid, R. (2013). The effects of clinical supervision on the teaching performance of secondary school teachers. Procedia-Social and Behavioral Sciences, 93, 35-39.
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.