Rethinking foreign language supervision to enhance teachers' professional development, trust and self-esteem : case study of the middle school teachers of English

Abstract EN

The present article aims to shed light on the roles that supervisors are supposed to play equipping supervisees with conceptual and intellectual base via which skills are derived and expressed into classroom practices.

With regard to the crucial roles which supervisors are appointed for a beforehand preparation enabling them to carry out their visitation and evaluation responsibilities is more than necessary.

Selected due to their seniority, leadership qualities and effectiveness as teachers, the new supervisorial appointment requires a formal professional preparation since they are supposed to convey to others, through both description and discussion, what they accumulated throughout their professional career.

Therein lies the main significance of the supervisors' roles in trying to accompany and guide the teachers while building their professional competence.

This daunting task, in fact, necessitates the setting up of supervisor-teachers mutual and collaborative relationship to materialize and overcome obstacles and achieve the goals for which the idea of supervision initially emerged/originated.