eory and

Balancing th
Context: Lang
uage teacher practice nalytical
es Developing a
education lleng and reflect
ive skills
a
Ch
Trad in uous self-
ition g in co n t
al Pe Engagin
Focus rspec in
tives e Key development
on t : ic age tive
s
Intr
apply r a ining t j e c
and ac ngu Ob
odu
ing s r
trat P La ion
cti
egies g t
hin vice uca
on ac r d
Te -Se er E Impo
rtan Preparing future
e
Reflective Perspect
ives : Pr ach ce
teachers for real
Emphasize observat
ion, analysis, Te
reflection, and se
lf-development classroom scenarios

Reflective
Teacher
Supervision
Through Videos
of Classroom Collab
orati
Inspectional Model: Super ve
Teaching
Data Collection: Reflectiv
Adherence to policies
vision e
Video Using journals, video-recorded
acher observations, post-
nd e Te Methodology
io n M ode l: Efficiency a g
ua n and observation sessions
Prod uc t
ng
assessment-f
ocused Supe La rvisio ’
rvisi e s
on Sup rvisor Video Rec
tion and
ordings: U
bser va Mod e
Sup s for post- sed
odel: O els observatio
Clinical M Rol
e reflective n
analysis l: sessions
ta l Mode
n
opme ative
Devel or
Collab olving Ben
em-s ef
probl Enhanced Reflection: Deeper
it
Directing teaching
s analysis of teaching practices
Responsibilities
s of
Offering feedback
Role
r visors Self-Evaluation: Encourages teachers
Supe
Ensuring adherence
to policies to recognize complexities and improve
their practices
Mentor and Evaluator
 References

Kaneko-Marques, S. M. (2015). Reflective teacher supervision through videos