Supervisory Strategies in Core Reflection-driven Discussions for EFL Teachers’ Professional Development

Forty general English teachers at the university level attended three supervisory sessions. The qualitative data were collected through a triangulation of various techniques, including: pre/post-supervision semistructured interviews, classroom observation checklists, reflective journals, field notes, and transcriptions of audiorecorded data from supervisory meetings. Thematic analysis was used to identify recurring themes at each layer of the onion model. The Chi-square analysis revealed a significant difference between teachers’ attitudes and strategies before and after the supervisory meetings. The results demonstrated that teachers experienced a process of growth with a developmental trajectory from the outer layers to the inner layers of the onion model fostering the core qualities of self-confidence, self-efficacy, selfawareness, and autonomy. Furthermore, the analysis indicated that the supervisor played a significant role in teachers’ development by using supervisory strategies such as: empathetic listening and accepting the problems, empowerment by activating core qualities, giving attention to inner obstacles, giving balanced attention to cognition, emotion, and motivation, and help to get autonomy in core reflection. The findings support making deliberate efforts to establish regular supervisory practicum meetings as part of academic professional culture, and the core reflection approach as a valuable strategy.