Ad
related to: reflective developmental model of supervision
Search results
Results From The WOW.Com Content Network
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
Developmental models of supervision view supervisees as progressing through distinct stages of professional growth, requiring different types of supervision at each stage. Stoltenberg & Delworth’s Integrated Developmental Model (IDM) proposes three levels of supervisee development (beginner, intermediate, advanced), each with increasing ...
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation.
The forming–storming–norming–performing model of group development was first proposed by Bruce Tuckman in 1965, [1] who said that these phases are all necessary and inevitable in order for a team to grow, face up to challenges, tackle problems, find solutions, plan work, and deliver results. He suggested that these inevitable phases were ...
Classroom walkthrough is a mode of professional development for teachers.Clinical supervision, or the practice of classroom observation and feedback, has been one of the most often used tool in evaluating teacher performance, but the extent to which it helps teachers to improve their instruction is questionable. [1]
Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience. [ 1 ]
Parallel process is a phenomenon noted in clinical supervision by therapist and supervisor, whereby the therapist recreates, or parallels, the client's problems by way of relating to the supervisor. The client's transference and the therapist's countertransference thus re-appear in the mirror of the therapist/supervisor relationship.