CONCEPTUAL ANALYSIS OF EDUCATIONAL SUPERVISION THROUGH TIRTA'S MODEL COACHING APPROACH

Abstract

The transformation of academic supervision from an administrative control mechanism into a reflective and collaborative professional learning process has increased the use of coaching approaches in educational settings. Despite its growing implementation, the epistemic dimensions underlying coaching-based supervision remain underexplored. This study aims to reconstruct the TIRTA Coaching Model as an epistemic framework for academic supervision and to analyze the reasoning structure embedded within its stages. A literature study employing a conceptual analysis approach was conducted. Relevant literature on instructional coaching, academic supervision, epistemic agency, and the TIRTA Model was systematically examined to identify its underlying logic, knowledge construction processes, and epistemic functions. The analysis reveals that the TIRTA Model embodies a progressive epistemic structure consisting of three interconnected stages: practice identification, problem exploration, and action formulation. The practice identification stage transforms professional experience into an object of reflection, the problem exploration stage facilitates the construction and validation of pedagogical arguments through evidence-based reasoning, and the action formulation stage supports reflective decision-making and strengthens teachers’ epistemic agency. These stages collectively establish a mechanism of professional justification through which knowledge is examined, evaluated, and translated into action. The study contributes theoretically by positioning the TIRTA Model as an epistemic framework that explains how coaching based supervision promotes knowledge construction, argumentation, and professional judgment. The findings suggest that academic supervision extends beyond performance evaluation and functions as a process for developing teachers’ intellectual autonomy, reflective capacity, and professional responsibility in teaching practice.