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Uni-directional top-down traditional, approaches to the supervision of teachers limit the engagement of the teachers in reflecting upon their own practice and professional growth. Acheson & Gall (1992) recommend a three-phase approach to teacher supervision which includes […] classroom observation and feedback conference. Such […] emphasizes a more dynamic and constructivist approach to empower teachers to transform their practice and identify directions […] professional development. What happens when this and other approaches are adapted and applied by teachers in different contexts? This as well as other issues and concerns related to the supervision of language teachers in Hong Kong are addressed in this paper […] secondary school teachers of English with different roles, along with their course tutor discuss the strengths and problems of applying different supervisory approaches in a three-week practicum. The writer […] that the clinical supervision approach was conducive to support teachers' professional development when used in conjunction with directive as well as· non-directive approaches. However, the teaching the non-directive approaches to be most difficult to carry out part with less-experienced teachers. From critiques of supervisor transcriptions, recommendations are made for improving the clinical supervision and teacher professional development in Hong Kong.


Originally published in

Tinker Sachs, G., Cheung, J. Pang, D. & Wong, M. (1998). Transforming the supervision of Hong Kong’s English language teachers. Asia Pacific Journal of Language in Education, 1(2), 102-128.

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