Solidarity between colleagues in contemporary educational supervision
Özet
The purpose of the present paper is to determine
applications of “solidarity between colleagues”, which is one of the new
approaches to educational supervision and to discuss its benefits and
limitations. In the study, answers to the following questions were attempted to
get. What is solidarity between colleagues in contemporary educational
supervision? What is solidarity between colleagues? How is it different from
mentoring programs? How does solidarity between colleagues take place in
supervision? What are the benefits and limitations of this supervision
approach? Are there any examples of such an application in Turkish
educational system? Is the approach applicaple to Turkish educational
system? A “documentary survey” based on a review of the literature was used
to search the issue. At the end of the study, it was seen that teachers could
exchange knowledge and teaching skills through solidarity between
colleagues programs and that they could contribute to the development of a
positive and developmentally open school culture. School principals acting as
teaching leaders in the school culture must have a positive attitude towards
solidarity attempts for the success of these programs. When the old
applications in Turkish educational systems are considered, it is seen that
“mobile head teacher” applications in village institutes can exemplify
solidarity between colleagues practices. Today, professional dialogues and
solidarity between teachers might be developed with the help of similar
applications. In addition to this, teacher exclusive boards as an example of
professional solidarity between colleagues in Turkish educational system can
be repractised in a more efficient way and through intensive programs in this
context.