A Comprehensive Supervision Framework for Pre-Service Teacher Development: Integrating Clinical, Developmental Approaches, Reflective Practices, and Technology

Mohd Hassan Abdullah, Chamil Arkhasa Nikko, Syakirah Samsudin Mazlan, Raja Nor Safinas Raja Harun, Ashardi Abas, Sajastanah Imam Koning, Syaza Hazwani Zaini, Tajul Rosli bin Shuib and Nurul Bahiyah Abd Wahid
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Mohd Hassan Abdullah: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
Chamil Arkhasa Nikko: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
Syakirah Samsudin Mazlan: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
Raja Nor Safinas Raja Harun: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
Ashardi Abas: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
Sajastanah Imam Koning: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
Syaza Hazwani Zaini: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
Tajul Rosli bin Shuib: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
Nurul Bahiyah Abd Wahid: Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 5649-5660

Abstract: Effective supervision is essential for developing the teaching competencies and professional growth of pre-service teachers. This study proposes a unified supervision framework that combines clinical and developmental supervision approaches, reflective practices, and e-supervision tools to address the limitations of traditional models. The framework integrates four key components: Professional Learning Communities (PLCs) for collaborative learning, e-supervision for real-time and flexible feedback, mentor teacher supervision for personalized guidance, and supervisor lecturer involvement for comprehensive evaluation. A mixed-methods approach was used to explore the impact of this framework on pre-service teachers’ development. Surveys, interviews, and focus groups assessed the effectiveness of e-supervision tools, while reflective journals and professional discussions provided insights into the role of PLCs in fostering critical thinking and problem-solving. Findings reveal that e-supervision enhances the accessibility and timeliness of feedback, while PLCs encourage peer learning and collective problem-solving. Mentor teacher and supervisor lecturer feedback offer personalized and context-specific guidance, bridging the gap between immediate classroom challenges and long-term professional growth. The study highlights the importance of integrating traditional and digital supervision models to meet the evolving needs of teacher education in diverse educational contexts. The unified framework fosters a dynamic, collaborative, and reflective environment, equipping pre-service teachers with the skills and adaptability required for modern classrooms.

Date: 2024
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