Taking the Stance: On the Importance of Reflective Practice Percieved by Teacher Educators. Clarifying the Role of Teacher Educators (original) (raw)
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Revitalising reflective practice in pre-service teacher education: Developing and practicing an effective framework Reflective practice plays a significant role in effective teaching. However, for pre-service teachers (PSTs) it can be a difficult process to not only think reflectively but to understand its importance in their teaching practice. This research focused on the development of a framework for written reflective practice embedded within professional experience (PEx) units. In tutorials, PSTs were provided with video technology to film themselves performing teaching tasks. A reflective framework provided a structure to assist in reflecting on the teaching task. Dialogical teaching and coaching by tutors as well as peer discussion scaffolded the reflective process. At the end of the semester, PSTs and tutors were invited to complete a survey on the reflective processes they had used. This paper focuses on the development of the reflective framework and the feedback received on the use of the framework as a reflective tool. The findings reveal that the PSTs and most tutors found the format useful in structuring reflective practice. The framework and its repeated use over time has potential to build professional knowledge and skills and sustain ongoing reflective practice into the PSTs professional careers.
South African Journal of Higher Education, 2000
In this article we report research addressing the facilitation of reflection amongst novice (pre-service) teachers. This study is based on the analysis of written reports of 35 second-year and 36 third-year Bachelor of Primary Education (BPrimEd) student cohorts during a brief teaching practice in the 1999 mid-semester teaching practicum. Pro forma's were provided to students as guidelines for the reflective process. Students were also provided with guidelines to keep a journal which would inform their reflection while at the schools. They were required to hand in an assignment detailing their reflection on some of the lessons they taught during the practicum. Most student reflections focused on more technical aspects of teaching and classroom management, which are discussed in the article. We include a brief review of reflection and reflective practice, discuss levels of reflection, a short description of method of course evelopment, a narration of findings, concluding remarks and propositions.
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This study examines reflective practice of pre-service teachers, in-service teachers and teacher educators. Using Schon's in, on and for practice conceptual framework, the study addresses the following questions: Is there a disconnect between what teachers do, faculty require, and students perceive as reflective practice? What types and methods of reflection are used and perceived as the most effective? Do collective conversations about a student's teaching experience help to improve reflection in, on and for practice? The results from this study suggest that pre-service teachers can benefit from a more explicitly defined framework for reflective practice. When I officially become a teacher, I hope that I can meet with the other teachers at my school and talk about lesson plans and ideas, just as we did in the video reflection. It was really a lot of help...and now I have new ideas to take with me into my teaching career.
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Reflective practice is a technique through which teachers can improve their effectiveness in the classroom. It is a proof of self observation as it can be helpful for the teachers for a deeper understanding of their teaching style and for ensuring the effectiveness as a teacher. The basic objective of the study was to study the current situation regarding reflective practices at university level. The population of the study consisted of all the teachers of education department/facu lty of Public and Private sector universities of Rawalpindi and Islamabad. An opinionnaire was administered to collect the data. The responses of 42 faculty members were received in total. The results of the study showed that teachers normally write the diary, encouraged towards the instructional management, observe the practice of keeping and managing students’ records, get feedback from other colleagues, evaluate themselves and had good coordination with their colleagues and students. On the basis of th...
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2018
As the carried-out research study shows, proper interpretation of the concepts of reflective learning, the reflective practitioner and the experiential learning theory in the context of higher teacher education provides a solid theoretical background for the analysis of the teaching-learning process of pre-service teachers’ reflective practice and the support to be provided by teacher educators. By employing the method of the scientific literature review, the current research paper aims to investigate the roles of teacher educators within the framework of the afore mentioned theories that are considered to ensure adequate assistance to pre-service teachers in their becoming reflective practitioners. As the results show, in order to carry out effective facilitation, teacher educators should acknowledge and adopt a wide variety of roles while developing pre-service teachers’ capacity of reflective practice.
Reflective teaching and teacher education contributions from teacher training
1999
The argument in this paper is that insights from teacher thinking have contributed a great deal to the notion of reflective teaching in teacher education. After clarifying some of the definitions of reflection as they are revealed in the literature, the area of teacher thinking is brought into the topic by highlighting the importance of understanding the way teachers think about their work. In the final section of the paper suggestions about some procedures that could foster teachers' reflection on their practices are presented.
Best practices for reflective practice: Perspectives of TESL pre-service teachers
Research suggests reflective practice plays a role in supporting the professional development of pre-service teachers (Gadsby & Cronin, 2012; Harford & MacRuairc, 2008; Lee, 2007) however, pre-service teachers argue that they are not prepared by teacher education institutions to reflect effectively (Maarof, 2007; Russell, 2005). This preliminary qualitative study aims to identify ways to assist pre-service teachers in developing effective reflective practice by considering the perspectives of pre-service teachers. Open-ended questionnaires were distributed to 20 TESL pre-service teachers investigating three aspects, which are knowledge of reflective practice, challenges in implementing reflective practice and strategies employed to deal with the challenges. In addition, a semi-structured interview with 1 participant was conducted. Findings revealed that while the participants were aware of the benefits of reflective practice, they faced multiple challenges that impacted their ability to reflect. Three strategies were identified as effective in helping the participants deal with the challenges. Findings from this research may contribute in implementing best practices for reflective practice. Implications for teacher education institutions and future research are discussed.