Reflective teaching and field-based experience in teacher education

Interchange ◽  
1981 ◽  
Vol 12 (4) ◽  
pp. 1-22 ◽  
Author(s):  
Kenneth M. Zeichner
Keyword(s):  
Teacher Education ◽  
Reflective Teaching

Zen and the Art of Reflective Practice in Teacher Education

1993 ◽  
Vol 63 (4) ◽  
pp. 434-459 ◽  
Author(s):  
Robert Tremmel
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Educator ◽  
Initial Step ◽  
Reflective Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Buddhist Tradition ◽  
Reflection In Action ◽  
Zen Buddhist

In this article, Robert Tremmel explores the possibility of enriching reflective teaching and teacher education programs by transcending the limitations imposed by technical and analytic views of reflective practice through the incorporation of non-Western notions of reflection, particularly the Zen Buddhist tradition of "mindfulness." Tremmel discusses Donald Schön's notion of reflection-in-action as an alternative and broader approach to reflection, and connects this approach to central dimensions of Zen teachings. In contrast, the author points out how some teacher education programs committed to reflective practice are not successful because they rely on narrow conceptions of reflection that ignore the need of "preparing our minds" as an initial step towards reflection. Finally, Tremmel draws from his own practice as a teacher educator to discuss his work in teaching students the art of "paying attention" as a way of nurturing reflective practice.

scholarly journals DEVELOPMENT OF ATTITUDE TOWARDS REFLECTIVE TEACHING PRACTICE (RTP) SCALE

2020 ◽  
pp. 337-348
Author(s):  
Karuna K Simha ◽  
Umme Kulsum
Keyword(s):  
Teacher Education ◽  
Education System ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Fundamental Principle ◽  
Attitude Scale ◽  
Reflective Teaching ◽  
Reflective Practitioners ◽  
The Government

The NCF-2005, NCFTE-2009 and the New Education Policy-2020 recommend teachers to be reflective practitioners. The realization of the concept of reflective teaching practice helps us to openly accept the new changes that are brought about by the education system and enables us to progress towards the betterment of the education system. The fundamental principle of teacher education is to be on reflective teaching model. As the reflective practice has been introduced more recently, there has been a shift in the approaches of teaching from teacher centeredness to learner centeredness. Adapting to the novel changes requires a mind-set to acknowledge the changes and evolve according to the need. It also involves likes and dislikes which can be rightly called attitudes. It is helpful to know the level of attitude of teachers, so as to provide them with required training, motivation and support. This helps the teachers also to change their attitudes towards reflective teaching. The measurement of attitude towards reflective teaching practices enables the teacher-educators, the educationists and the government to design programmes to help teachers develop a positive attitude to the new recommendations. It also helps the teacher education institutions to inculcate the positive attitudes towards the reflective teaching so as to prepare the entrant teachers to become reflective practitioners. Hence the attitude scale was constructed. The main purpose of the attitude scale is to measure and quantify the attitude towards reflective teaching practices. The reflective teaching practice scale was developed based on Likert scale construction procedures. The theoretical framework was adopted from the Pollard’s Reflective Teaching.

Reflective teaching and teacher education

1989 ◽  
Vol 5 (1) ◽  
pp. 43-51 ◽  
Author(s):  
James Calderhead
Keyword(s):  
Teacher Education ◽  
Reflective Teaching

Teacher Education as a Profession : In Search of Quality Teacher

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Suharno Suharno
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Key Words ◽  
Teacher Development ◽  
Clinical Supervision ◽  
Reflective Teaching ◽  
Quality Teachers ◽  
Teacher As Researcher ◽  
Education Profession

Abstract For the last 50 years educators have spent a great deal of energy and time to the debate over whether teaching can be classified as a profession.?é?á This paper aims to elaborate the issues of teacher education as a profession and the attempts of classifying characteristics of quality teachers. Teacher education itself is intended to improve the teacher?óÔé¼Ôäós skills and knowledge and there have been some approaches for the teacher development such as teacher-as-researcher, action research, clinical supervision, reflective teaching, etc. From the teacher education or development we can figure out some features of effective or quality teachers. ?é?á Key words: teacher education, profession, quality teacher, approach, research

Sign in / Sign up

Export Citation Format

Share Document