2. Aim of the Presentation
• To examine the roles and responsibilities of
people involved with the student teacher
experience.
• Understand the Situated Learning Model of
Supervision and the unique factors that make it
effective.
• Know the difference between reflection-in-
action and reflection-on-action.
4. Student Teacher Roles
• Plans and implements lessons and/or programs
• Critically reflects on practice
• Actively participates in all aspects of school life
• Takes responsibility for their own learning
• Displays a professional approach to all aspects of
school experience
6. University Supervisor
• Liaises with student, teacher, school and MUSE
• Gives regular written and verbal feedback to
student
• Acts as a mentor for the student and, in some
cases, the teacher
8. Situated Learning Model of Supervision
Unique Factors
• LEARNING IS BECOMING
• People learn content through activities rather
than acquiring information as organized by
instructors
• Content is inherent in ‘doing’ the task
• Learning is dilemma-driven
• Subject matter emerges from cues in the
environment and from dialogue in and and
among the community
▫ Ex. Normative rules, behaviors, practices
9. Donald Shon (1993)
• Reflection-in-action
▫ Works on getting to the bottom of what is
happening in the experience's processes, decision-
making and feelings at the time of the event or
interaction.
• Reflection-on-action
▫ Works of sifting over a previous event to take into
account new information or theoretical
perspectives available in conjunction with the
experiencer's processes, feelings and actions
10. Sources
Harvey, Steve (2014). Models of
Supervision/Reflection [PowerPoint Slides] .
Retrieved from
http://www.slideshare.net/stharvey/models-of-
supervision-reflection
