任何监督者能够帮助教师发展和加强的行为，都是对促进专业发展的投资。因此，专业发展使教师能够自己决定他们的知识和技能的提高，并承担个人责任。初级教师的专业发展需要与有经验的教师不同，应制定专门的监督方法来满足这些需要。根据Glatthorn(1990)，开始教师的特点是他们对某些类型的监督方法的偏好。最重要的是，他们需要加强临床监督。同样地，他们需要指导、同伴辅导、认知辅导和其他合议制的方法。作者进一步指出，有经验的教师也有自己的专业发展需求和偏好。大多数有经验的教师可以从协作和自我指导的监督实践中获益，这些实践将促进持续的专业成长和发展。一般来说，教学督导是一个持续不断的过程，它使教师有机会根据自己的经验和困难程度，为不同的教师提供不同的督导选择。
澳洲悉尼论文代写:任何监督者
Anything supervisors can perform to help teachers develop and strengthen becomes an investment in promoting professional development. And thus, professional development allows teachers to make their own decisions regarding their knowledge and skills improvement and to assume personal accountability.Professional development needs of beginner teachers differ from those experienced teachers, and special supervisory approaches should be developed to meet these needs. According to Glatthorn (1990), beginning teachers are characterized by their preferences for certain types of supervisory approaches. Most importantly, they need intensive assistance of clinical supervision. Similarly, they need mentoring, peer coaching, cognitive coaching, and other collegial supervisory approaches. The writer further noted that experienced teachers also have their own special professional development needs and preferences. Most experienced teachers can benefit from collaborative and self-directed supervisional practices which will foster continuous professional growth and development. In general, instructional supervision is an ongoing process which enables teachers the opportunity to develop professionally and different supervisory options should be provided for different teachers based on their experience and level of difficulty.
