Models of supervision_and_reflection
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James Sullivan discusses Capel's collaborative model of supervision in teacher education, highlighting the roles of cooperating teachers, teacher candidates, and university supervisors in fostering reflection. Reflection in teaching is defined as analyzing classroom experiences to enhance teaching effectiveness, content quality, and problem-solving for both teachers and students. Korthagen's ALACT cycle of reflection provides a structured approach to this reflective process, emphasizing the importance of questioning and adapting teaching methods.
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Models of supervision_and_reflection
- 1. Models of Supervision and Reflection JAMES SULLIVAN
- 2. Capel’s Collaborative Model of Supervision Teacher Candidate observes Cooperating Teacher TC and CT collaboratively plan and teach TC teaches independently to learn own style CT develops a focus on feedback on both “teaching skills and “ability of the TC to reflect”
- 3. Roles of the Actors Cooperating Teacher Teacher Candidate University Supervisor
- 4. What is Reflection In Teaching? Looking at what occurs in the classroom Thinking about what you teach and why you teach it Does it work?
- 5. Why Should I Reflect? To improve teaching and student comprehension To improve the quality of the class content To understand what went well and what did not To find solutions to teacher and student problems To create alternative/ future approaches
- 6. Korthagen’s ALACT Cycle of Reflection 1. Focus on student-teacher experience 2. Look back, develop questioning 3. Bring finding forward, confront them 4. Create a new attack 5. Implement new attack