| Summary: | 碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(數學組) === 92 === The primary purpose of this study was to investigate the effects of clinical supervision on the instructional behaviors of an elementary school mathematics teacher. With clinical supervision approaches that involve three iterative phases: planning conference, classroom observation, and feedback conference, the researcher observed the instructional behaviors of the mathematics teacher and gave him objective feedbacks in order to enhance his performance in classroom. Case study methodology is employed and the sample is a third grade
mathematics teacher. Moreover, videotapes, conference records, teacher’s reports, attitude questionnaires, and classroom records were used to triangular analysis the changes of instructional behaviors after the clinical
supervision.
The major findings of the study are as follows: (1) After the clinical supervision, the teacher’s perceptions of student’ s learning attitude was more positive, (2) After the clinical supervision, the teacher walked around the classroom with much more concern with students’ learning, (3) After the clinical supervision, the implementation of courseware were more fit to what students’ need, (4) After the clinical supervision, the teacher used teaching materials and tools more carefully in order to provide a better interpretation of mathematics concepts, (5) After the clinical supervision, instead of offering his explanations in the class, the teacher encouraged students to present their own thinking and procedures for solving problems, (6) After the clinical supervision, it indirectly stimulates students to pay more attention on learning mathematics.
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