During the past several decades, instructional supervision and
professional development have been identified as means to enhance
the performance of teachers in professional roles. One of the most
critical problems facing the teaching profession is how to improve
the development of novice teachers. This book describes beginning
teachers' perceptions of actual and ideal approaches to
instructional supervision and their perceived connection to
professional development in the Canadian and Ukrainian school
contexts. This book reviews supervisory choices based on the
collaboration with supervisors or peers and self-reflection, and
focuses on the importance of professional development geared toward
the needs of individual novice teachers. It highlights the need for
supervisory assistance and professional support to gain a greater
priority in Canadian and Ukrainian schools. Through its
cross-cultural context, this book provides policy makers with
information that can assist them in shaping new and selecting from
broad spectrum of educational policy alternatives for supervision
and professional development practices in schools.
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