Abstract
The emergence of connotation of reflective practices within the field of teacher education has resulted in a greater need for student teachers to consider the effectiveness of their teaching practices to meet the increased levels of accountability that is associated with their professional development. This paper provided an examination of the potential contribution of reflection for the development of effective teaching skills among student teachers during practicum course by utilizing both quantitative and qualitative research methods. This paper aimed to study the potential links between reflective practices and professional development of student teachers. Paper also examines the reflective practices of student teachers. The results revealed that reflections on professional practices supported student teachers to improve their relations with students and colleagues. Student teachers reported that they got self-awareness, they were able to understand the knowledge-in-action which enhanced student teachers skills for delivery of lesson during practicum. DOI: 10.5901/mjss.2015.v6n3s1p376
Highlights
Reflections lead teachers towards effective professional actions
Dewey has argued that when professionals failed to find out readymade solutions to solve out a professional puzzle, they involved in critical thinking which leads toward reflective practice, which begins when professional encounter a puzzle of practice (Zeichner & Liston, 2013)
Impulsive actions based on trial and error learning, routine actions based on traditional ways of learning approved by the authorities and reflective actions based on self-reflections (Ferguson 2011)
Summary
Reflections lead teachers towards effective professional actions. Dewey has argued that when professionals failed to find out readymade solutions to solve out a professional puzzle, they involved in critical thinking which leads toward reflective practice, which begins when professional encounter a puzzle of practice (Zeichner & Liston, 2013). Schon has emphasized that as professionals teachers ought to question their beliefs, attitudes, values, professional knowledge, subject knowledge, and theories working behind their practices to grow as professional. Results of many studies conducted revealed that involvement of teachers in reflective practices affected their professional teaching practices and helped them out to construct professional knowledge (Greenwood, 1998: Bulman & Schutz 2004; Pedro, 2005). Involvement of teachers in reflective practices facilitated teachers to always take the responsibility of their professional actions taken during teaching learning process (McGregor & Cartwright, 2011 & Osterman & Kottkamp, 2004). Present study was undertaken to study the reflective practices of student teachers during practicum
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