Özet:

Considering the recent developments in teacher competency and evaluation in the Education 4.0, this study proposes a supervision model named as ‘Reflective Coaching’ mainly based on principles of Schon (1983) and a research study conducted by the researchers entitled ‘The Impact of Reflective Coaching on Development of Teaching Skills of the Teacher Candidates’in 2017. The current supervision system in Turkey fails to address professional development needs of teachers and they face difficulties finding reflective learning environments, in which they would have opportunities to develop their teaching skills.   When examined the insufficient numbers of supervisors, their actual work loads, and recent innovative and leadership based learning opportunities, a new teacher evaluation model is needed to address the the new teacher competencies. Through this formative teacher development model, teachers will be able to review their practices from a stand point of reflective view  based on action research and self-evaluation. They will also find opportunities to evalate their weaknesses and strengths and seek new learning environments to develop themselves professionally. Within this model, new portfolios will be created, micro-teaching practices will be video-recorded, and efficent feedback and post-conference sessions will be organized for the teachers to self-evaluate their actual teaching performance. They will all be conducted considering action-research-based tasks and activities and teachers will gain a better understanding of how new evaluation forms should be developed.

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