A RELA-SABAR-based online clinical supervision model for bridging gaps in reflective teacher professional development

Reflective practice is central to sustainable teacher professional development, yet many teachers struggle to engage in systematic reflection, particularly in digitally mediated learning environments. This study proposes a RELA-SABAR-based online clinical supervision model to support reflective professional development in online contexts. Using a conceptual research design, the study synthesises recent literature on online and hybrid supervision, reflective scaffolding, and technology-supported professional learning. The proposed model adapts the four core phases of RELA-SABAR: shared understanding of reflective practice, evidence-based analysis of instructional practice, structured feedback and dialogic interaction, and reflective redesign. These phases are supported by cognitive, metacognitive, and social scaffolding delivered through digital platforms. The model extends existing online supervision approaches by providing an explicit sequence for developing reflective depth and professional autonomy. As a conceptual contribution, the model offers a theoretically grounded framework for online clinical supervision, while empirical and expert validation remain necessary.