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.

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

7. Reflection Tools