The Effectiveness of “The RELA-SABAR Model” in Scaffolding Teacher-Students in Conducting Teaching Reflection

Siti, Julaeha (2014) The Effectiveness of “The RELA-SABAR Model” in Scaffolding Teacher-Students in Conducting Teaching Reflection. In: Canada International Conference on Education, 16-19 Juni 2014, The Cape Breton University, Nova Scotia.

Preview

Text 2014-ln-020.pdf Download (126kB) | Preview

Abstract

Teaching reflection is a key for teachers to critically think about their teaching practice so they can develop specific, contextual theories and provide foundations for the next teaching practice. Teachers need of professional assistance and support in practicing, developing, and refining their abilities in conducting effectively reflective practice. The RELA-SABAR Model, as the reflective supervisory model, was developed and validated in order to help teachers undertake reflective practice that is beyond their present capacity. The RELA-SABAR Model was developed based on a social constructivist theory and the idea of communities of practice and a clinical supervision approach. Through developing Similar perception about teaching reflection, presenting teacher’s Analysis of their instruction, providing feedBAck to the process and results of teaching reflection, and Re-designing lesson plans and reflective journals, teachers will get opportunities to develop their teaching reflection abilities and gradually build teacher’s responsibilities for conducting self-directed and continuous reflective practice.

Actions (login required)

View Item