Akademik Veri Yönetim Sistemi
T E S L - E J:(TEACHING ENGLISH AS A SECOND LANGUAGE - ELECTRONIC JOURNAL), cilt.27, sa.4, ss.1-29, 2024 (Scopus)
This meta-synthesis reviewed and synthesized the findings of 53 studies on supervisory postconferences and feedback with a total of 807 participants published between 2004-2023. The aim of this meta-synthesis was to illustrate the trends in the reviewed studies and synthesize the results of the studies on supervisory discourse and models of supervision in the field of English language teaching. The criteria for eligibility for selection were being empirical, peerreviewed, and published in English. Articles were scanned through the Web of Science, ERIC, SCOPUS, and Google Scholar till July, 2023. The studies lacking a report of detailed and clearcut data collection and analysis phases were removed in the appraisal phase to avoid a risk of bias. The results indicated that supervisors implemented directive supervisory styles as well as collaborative approaches exploiting power dynamics such as expert power. The findings also showed that the use of conversational techniques such as mediation, mitigators, and elicitation in supervisory talk play a central role in supervising English language teachers. The results suggested that supervised teachers demonstrated confronting, autonomous, and fluid identities when faced with a directive style of supervision. The limitations of evidence for this study related the search strategy, participants and variations in educational settings.