Both the inadequate number of supervisors and the demands on supervisors presented by the latest learner-based conceptions both in and out of educational contexts have directed many to doubt about the quality of the supervision, actual time spent for the...
More
Both the inadequate number of supervisors and the demands on supervisors presented by the latest learner-based conceptions both in and out of educational contexts have directed many to doubt about the quality of the supervision, actual time spent for the professional development of teachers and collaboration for better teaching and better learning. This research study attempts to explore the impact of the reflective coaching model developed by the researcher based on the principles of reflective teaching on the actual teaching performance of the would-be teachers. As the research design, one-shot case study design with one-group post-test only model was used. 30 student teachers from the primary school teaching department of a Faculty of Education at a university in Turkey were included. Student teachers were trained through a 15-h orientation on reflective coaching program developed by the researcher on how to be a reflective coach and give formative feedback before the 10-week resear
Less
