Reflective Practice and Self-Evaluation in Learning Positive Guidance: Experiences of Early Childhood Practicum Students

2009 ◽  
Vol 36 (6) ◽  
pp. 505-511 ◽  
Author(s):  
Laura McFarland ◽  
Rachel Saunders ◽  
Sydnye Allen
Keyword(s):  
Early Childhood ◽  
Reflective Practice ◽  
Practicum Students ◽  
Self Evaluation ◽  
Positive Guidance

How we view our theoretical competency: Early childhood pre-service teachers' self-evaluation of a professional placement experience

2012 ◽  
Vol 37 (2) ◽  
pp. 141-147 ◽  
Author(s):  
Joseph Agbenyega
Keyword(s):  
Decision Making ◽  
Qualitative Research ◽  
Early Childhood ◽  
Professional Practice ◽  
Qualitative Data ◽  
Mentor Teachers ◽  
Theoretical Knowledge ◽  
Framework Analysis ◽  
Self Evaluation ◽  
Theoretical Approaches

RECENT EFFORTS TO RENOVATE the teaching of young children have led to a greater emphasis on teachers' theoretical understandings of children and teaching, and how they translate their understandings into practice. This qualitative research analysed and discussed how early childhood pre-service teachers in one Australian university perceived their theoretical competence and how they used this in their pedagogical decision making and adaptations in their professional placement. The paper investigated how the pre-service teachers justified and enacted decisions about which pedagogical and theoretical approaches to use in their classrooms, and how they reconciled potential conflicts and contradictions between their own ideas, pedagogical and theoretical knowledge, and those of their mentor teachers. A framework analysis of rich qualitative data obtained through focus groups in class illuminated the pre-service teachers' theoretical competency, theoretical confidence, theoretical preparation and theoretical reflexivity. The paper concludes with recommendations for improving early childhood pre-service teachers' professional practice.

Classroom Conversation Analysis and Critical Reflective Practice: Self-evaluation of Teacher Talk Framework in Focus

RELC Journal ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 210-225 ◽  
Author(s):  
Hajar Ghafarpour
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Conversation Analysis ◽  
Practical Knowledge ◽  
Language Teachers ◽  
Teacher Talk ◽  
Foreign Language Teachers ◽  
Self Evaluation ◽  
Language Classroom ◽  
Critical Reflective Practice

The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the Self-Evaluation of Teacher Talk framework (SETT) proposed by Walsh (2006) will be discussed in detail and its contribution to critical reflective practice will be probed. The extracts are taken from 12 hours of tape recording of a university General English course and supported by a teacher’s diary for analysis. The results demonstrate that although the SETT framework is representative and useful, setting and institutional requirements should not be ignored. This article has implications not only for developing critical reflective practice for in-service teachers but also for teacher training.

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