Reflective models in teacher supervision introduced by education 4.0: the teacher in the mirror
AuthorGöker, Süleyman Davut
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CitationGöker, S . (). Reflective models in teacher supervision introduced by Education 4.0: The teacher in the mirror. Studies in Educational Research and Development, 1 (1), 1-17. Retrieved from http://serd.artvin.edu.tr/issue/31977/353409
The dynamic changes in the world have led to transformation from agricultural society to industrial society introducing more advancement in information technology and innovation called as the Economy 4.0 era. Therefore, it is essential for the teachers to keep pace with changes in order to be competitive and this is a new challenge to redefine the new Education 4.0, to determine the creative and innovative teachers. It is also a challenge for the learner to seek the learning outcome with regard to the learning management by the teacher. Questioning the current supervision system of Turkey, this paper discusses innovative reflective models in teacher supervision posed by Education 4.0 and their utilization within the educational contexts. Inadequate number of supervisors and demands on supervisors posed by the current learner-based innovations both in and out of educational contexts have directed many to doubt about the quality of the supervision, actual time spent for the development of teachers and collaboration for better teaching and better learning. Reflection gives teachers a chance to self-evaluate their teaching practices. Teachers grow professionally if they rethink on their actual teaching practices together with the prospective improvements. The essential goal of reflective teacher supervision is to create an environment for teacher inquiry, a teacher-administrator-driven form of professional growth. With its reconfigured supervision roles and relationship, it mainly reconceptualizes the meaning of supervision, in which schools can try to challenge an embedded traditional 'topdown,' hierarchical paradigm, with the teachers themselves at the bottom as passive recipients of training. This paper also includes a description of how reflective models go about helping teachers use their own thought process to develop both learning and teaching. It also describes the processes of individual reflective practices like teacher portfolios, journals; partner reflective practices including peer coaching, cognitive coaching; small group reflective practices such as action research, study groups, and school-based practices like classroom walk-throughs and instructional rounds. Finally, it concludes with how reflective practices and professional learning communities according to Education 4.0 are promoted.