@article{2014,title={SENDAN: A CASE STUDY },abstractNode={This case study explores an ELT supervisor’s constructs on effective supervision. In order to achieve this aim, repertory grid technique, a non-directive elicitation technique which is originally used in clinical psychology was utilised. Having acquired the espoused theories of the supervisor, to find evidence on whether or not and the extent to which, if any, the participant supervisor puts these espoused theories in action, the supervisor’s feedback sessions he held with his student-teachers at teaching practice period were recorded. The recorded sessions were later transcribed and subjected to content analysis. The analysis of the transcriptions revealed evidence on the observable similarities and discrepancies between his personal and actual theories regarding the issue under investigation. Next, a follow-up interview based on the supervisor’s constructs in his grid was held. The interview had an emergent style and it had a twofold purpose. First, it served to the triangulation and validation of the data obtained by means of repertory grid elicitation technique and the recordings of the feedback sessions. Second, the interview constituted a ground for discussion and a mutual understanding on what meanings the participant attached to his constructs. The findings demonstrate that the supervisor is able to put the majority of his theories into practice while supervising the student-teachers. In terms of the significant themes that stand out in all three data collection tools used for the study, we find out that the supervisor views “reflection” and “self-assessment” as effective tools for teachers’ professional development},author={Gulden ILIN},year={2014},journal={International Journal of Language Academy}}