Mohamed, Shukery
(1994)
Beberapa Model Pencerapan Pengajaran-Pemelajaran:
Huraian Konsep, Andaian-Andaian Teoretikal,
Serta Masalah-Masalah Berbangkit.
The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 13 (1).
pp. 1-9.
ISSN 2289-9057
Abstract
This article discusses some of the major current models of teaching supervision.
They include collaborative supervision, developmental supervision, differentiated
supervision and clinical supervision. The discussion focusses on basic concepts
in supervision and the theoretical assumptions in support of the models. It
reveals an underlying message to help teachers to be more skillful and effective or
'to grow in their profession'. Apparently these models reject the notion of
'looking for teachers' faults, to inspect or to enforce power over teachers'.
However, in utilizing these models one has to be sensitive and aware of our
education system and the realities of our schools. There are various constraints
which should be taken into consideration and resolved. Hence, teacher trainers are
expected to be somewhat innovative in order to help trainees to develop their
potentials and subsequently become successful teachers.
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