Date of Award
6-1993
Degree Type
Master's Essay - Restricted
Degree Name
Master of Education (MEd)
Department
Education
Abstract
The historical roots of reflective supervision have been influenced by Dewey's concept of reflection and clinical supervision. Reflective supervision is a supervisory method which integrates professional teachers' personal analysis of their teaching style with effectiveness of instruction in order to form new educational constructs of knowledge. These new concepts are incorporated into teachers' repertoire of instructional methods. Thus, reflection is a generative thought process of creating refined teaching methods based on personal concept development of the educational process. Specific supervisory techniques which have incorporated reflective supervision include practitioner-oriented inquiry, critical competence, reflection in clinical supervision, hall of mirrors, reflective journals, dialogue writing, horizontal evaluation, the Medicine Hat Model, and the Reflection Coaching Project.
Reflective supervision fosters teachers' creative construct building. Creativity is the ability to develop new ideas through the reconfiguration of accepted facts. When professionals redefine their teaching methods through the reflective process, they create new models of instruction. Using these creative instructional models, reflective practitioners facilitate the development of creativity in students.
Recommended Citation
Roushar, Margaret A., "The Relationship Between Administrative Supervision, Teacher Reflection, Creative Teacher Behavior, and Student Creativity" (1993). Master's Essays (1922 - ). 1767.
https://epublications.marquette.edu/essays/1767
Comments
An essay submitted to the Graduate School, Marquette University, in Partial Fulfillment of the Requirement for the Degree of Master of Education, Milwaukee, Wisconsin