Constructivist Approach to Teacher Education: An Integrative Model for Reflective Teaching

2014 ◽  
Vol 7 (4) ◽  
pp. 31-40
Author(s):  
Vijaya Kumari S.N ◽  
Keyword(s):  
Teacher Education ◽  
Reflective Teaching ◽  
Integrative Model ◽  
Constructivist Approach

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.

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

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.

scholarly journals An Integrative Model of Teacher Education: Educating Teaching Knowledge and Social, Cognitive and Affective Skills

2020 ◽  
Author(s):  
Matthew James Hirshberg
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Effective Teaching ◽  
Classroom Environment ◽  
Empirical Work ◽  
Developmental Model ◽  
Integrative Model ◽  
Teaching Behaviors ◽  
Teaching Knowledge ◽  
Social And Emotional

Teacher quality explains more variance in student outcomes than any other school-based factor. An effective teaching corps is vital in order to improve educational outcomes, but effective teaching is complex. Effective teachers adaptively regulate the classroom environment, promoting safe, organized learning contexts that promote student engagement and are sensitive to the academic, social and emotional needs of students. Research has illuminated teaching behaviors that optimize student engagement and learning, but little theoretical or empirical work has explicated the antecedents that allow for these behaviors to emerge. Without identifying and then educating these antecedents, teachers can learn about effective practices without being able to enact them. In this review, core antecedent skills involved in teaching are identified, operationalized and disaggregated from teaching knowledge and from the teaching behaviors that are recognized as effective forms of practice. A novel developmental model for teacher education that marries the cultivation of knowledge with skills is proposed.

Peace

2016 ◽  
pp. 1-18
Author(s):  
Pratibha Upadhyay ◽  
Saroj Pandey
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Constructivist Approach ◽  
Top Down ◽  
The Core ◽  
The World ◽  
Culture Of Peace ◽  
Elusive Concept ◽  
Pedagogical Approaches ◽  
Education For Peace

Peace is described as an ‘elusive concept' having different connotations for the spheres in which peaceful processes are applied. There are several pedagogical approaches to education for peace. The Constructivist approach is considered the best strategy. Teacher preparation is at the core of the success and utilization of the pedagogical approaches meant for education for peace. Therefore, the teacher education programmes need to be redesigned to have wider implications for promoting peace through the preparation of teachers. The present paper suggests a hypothetical model depicting ‘Top Down' approach to teacher education for peace which compliments the ‘Bottom Up' model envisaged by UNESCO (1998). Whatever may be the model of teacher education, it should combine knowledge, experiences and skills pertaining to promoting culture of peace. At the same time all agencies of education should support and join hands with teacher education programmes to change the culture of war into culture of peace and non-violence in the world we live in.

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