Supervisory Teaching and Its Impact on Student Agency in Primary Classrooms

Abstract

This exploratory case study utilised three primary classrooms at one Hong Kong international school. Teachers in each classroom utilised a Supervisory Teaching framework for some lessons. Student learning was observed in these lessons over a period of five months, with the aim of noting any instances of student agency. The teachers were interviewed as part of the data collection process. This data set includes transcribed interviews, observation notes, category analysis data, acts of teaching analysis data, and an analysis summary.