Instructional Supervision as Dialogue: Utilizing the Conversation of Art to Promote the Art of Conversation

Authors

  • Zach Kelehear University of South Carolina

Keywords:

School leadership, Reflection, Leadership Preparation

Abstract

The degree to which instructional supervisors encourage reflection by teachers is in large part a function of both the supervisorâs and teacherâs use of the art of conversation. The author juxtaposes the Concern Based Adoption Model theory for innovation with the Feldman Method for art criticism to support reflection as aesthetic. Reflection that is grounded in an arts-based methodology may embrace both the technical and aesthetic dimensions of teaching and supervision. The author concludes that utilizing the language of art may support reflection that attends to the needs of the teacher and the needs of the students.

Author Biography

Zach Kelehear, University of South Carolina

University of South Carolina Professor & Program Coordinator Educational Leadership and Policies

Downloads

Additional Files

Published

2010-07-07

How to Cite

Kelehear, Z. (2010). Instructional Supervision as Dialogue: Utilizing the Conversation of Art to Promote the Art of Conversation. Current Issues in Education, 13(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/229

Issue

Vol. 13 No. 2 (2010)

Section

Spring/Fall Issue

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.