scholarly journals The Effect of Using Reflective Teaching Strategies on Developing Classroom Performance of Prospective Teachers of English at Al-Aqsa University

2018 ◽  
Vol 01 (03) ◽  
pp. 311-343
Author(s):  
Ayman Abu Elenein ◽  
Keyword(s):  
Prospective Teachers ◽  
Teaching Strategies ◽  
Reflective Teaching ◽  
Classroom Performance

The Impact of Using Reflective Teaching Strategies on Developing Classroom Performance of Prospective Students of English at Al-aqsa University

2018 ◽  
Vol 5 (1) ◽  
pp. 681-716
Keyword(s):  
Prospective Teachers ◽  
Teaching Strategies ◽  
Reflective Teaching ◽  
Classroom Performance ◽  
Efl Teacher ◽  
Noticeable Improvement ◽  
Quasi Experimental ◽  
Efl Teacher Education ◽  
The Impact ◽  
Experimental Group

Abstract This study aimed at investigating the impact of using reflective teaching strategies on developing classroom performance of prospective teachers of English at Al-Aqsa University. The researcher adopted Quasi-experimental approach. The sample of the study consists of (32) prospective teachers of English randomly chosen and enrolled at the first term of the academic year (2017-2018). Research instruments were interviews, a checklist and analytic scoring rubric. Descriptive statistics were used for data analysis. In light of the checklist, the study showed that there are many important classroom teaching practices. The results also demonstrated a noticeable improvement in the classroom performance of the experimental group in the post-observation. The study findings also illustrate that statistically significant differences at (0.01) level were found in overall classroom performance and in the six cores of the experimental group in favor of posttest. The study recommended the Reflective Teaching Strategies should be incorporated in EFL teacher education programs. Key Words: impact, reflective teaching strategies, classroom performance, prospective teachers. ملخص: هدفت هذه الدراسة إلى بحث أثر استخدام استراتيجيات التدريس التأملي على تطوير الأداء الصفي للطالبات المعلمات، تخصص اللغة الانجليزية في جامعة الأقصى. لقد استخدمت الدراسة المنهج شبه التجريبي. وتكونت عينة الدراسة من (٣٢) طالبة مقيدة بالمستوى الرابع في تخصص اللغة الانجليزية وأساليب تدريسها، وتم اختيار العينة عشوائيا، كما استخدمت الدراسة الأدوات البحثية الآتية: المقابلة، قائمة ملاحظة الأداء الصفي ومقياس التحليل. علاوة الى ذلك استخدمت الدراسة الإحصاء الوصفي لتحليل البيانات كمياً وكيفيا. أظهرت نتائج الدراسة أهم ممارسات الأداء الصفي التي تحتاجها الطالبات المعلمات داخل الغرفة الصفية، كما اوضحت النتائج أن تحسنا ملحوظا في الأداء الصفي للمجموعة التجريبية، علاوة على ذلك أظهرت نتائج الدراسة أن ثمة فروق ذات دلالة إحصائية عند المستوى 0.01) ) لقائمة معايير الأداء الصفي ككل وفي كل من المحاور الستة في التطبيق البعدي لصالح المجموعة التجريبية. وأوصت الدراسة بوجوب دمج استراتيجيات التدريس التأملي في برامج إعداد معلم اللغة الانجليزية.

Creative Thinking and Reflective Teaching in Prospective Teachers

2018 ◽  
pp. 115-132
Author(s):  
Vaitsa Giannouli
Keyword(s):  
Prospective Teachers ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Educational Process ◽  
University Education ◽  
Reflective Teaching ◽  
Future Research ◽  
Cross Cultural Differences ◽  
Hands On

Reflective thinking skills are vital for the modern education in schools. Five important reflective thinking skills are identified so far in the scientific literature: Observation, communication, judgment, decision making, and team working. Additionally, creative thinking is becoming more and more regarded as a necessary part of the educational process. In this chapter, an attempt is made to clarify what a sample of prospective teachers in Greece believe about reflective teaching, while at the same time their knowledge and attitudes towards creative thinking are examined. Results indicated that respondents were not fully informed during their formal university education about creative thinking and reflective teaching, while they also lacked hands-on experience and relevant skills. Future research should further focus on cross-cultural differences regarding creative thinking attitudes and reflective teaching in prospective and professional in-service teachers.

scholarly journals Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091463 ◽  
Author(s):  
Bo Ning ◽  
Irfan Ahmed Rind ◽  
Muhammad Mujtaba Asad
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
Teaching Strategies ◽  
Teacher Educators ◽  
Personal Epistemology ◽  
Colleges Of Education ◽  
Social Dimensions ◽  
Post Intervention ◽  
Bachelor Of Education ◽  
Teacher Students

This article examines the influence of teacher educators (TEs) on the development of epistemology and tolerance among the prospective teachers (PTs) studying in a newly introduced 4-year Bachelor of Education (BEd) program offered in the Departments of Education of Universities (DoEUs) and Government Colleges of Education (GCEs) in Pakistan. The new BEd is part of United States Agency for International Development (USAID)–led teacher education reforms in Pakistan to curtail the teaching of extremist values that are implicated in breeding extremism. The stated policies and recommended practices of the program are based on the principles of constructivism, critical thinking, creativity, and effective communication, which are expected to shape the PTs’ ways to conceptualize knowledge and knowing, and ultimately their attitude to different social dimensions. Considering that the aforementioned reforms have not focused on the development of the TEs, it is worth examining how the traditionally trained TEs implement this new program, and to what extent they are shaping the epistemology and attitude of the PTs. Using a descriptive quantitative pre–post intervention design, this study collected data on the epistemic and tolerance development of PTs of a DoEU and a GCE. Data were also collected on TEs’ epistemology, tolerance, teacher–students interactions, and teaching strategies. The analysis highlights a significant relation of TEs’ epistemology and tolerance on their teaching strategies as well as on the development of the PTs’ epistemology and tolerance.

scholarly journals The Impact of Reflective Teaching Applications Supported by Edmodo on Prospective Teachers’ Self-Directed Learning Skills

2017 ◽  
Vol 12 (10) ◽  
pp. 21 ◽  
Author(s):  
Cigdem Hursen ◽  
Funda Gezer Fasli
Keyword(s):  
Social Learning ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Reflective Teaching ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Learning Platform ◽  
Directed Learning ◽  
Face To Face Learning ◽  
The Impact

The purpose of this research is to determine the impact of reflective teaching applications supported by Edmodo on prospective teachers’ self-directed learning skills. Also, the views of prospective teachers’ regarding the use of Edmodo in education, which is a social learning platform, are determined. For the research, both qualitative and quantitative data were collected from 36 prospective teachers within the scope of the “Teaching Practice” course. A 12-week application has been conducted online with the support of Edmodo; however, classroom settings using face-to-face learning methods have also taken place. The results of the research reveal that the reflective teaching applications supported by Edmodo had an impact on the prospective teachers’ self-directed learning skills. Furthermore, the results indicate that the prospective teachers who participated in the research were extremely satisfied with the Edmodo applications. Keywords: Teacher education; self-directed learner; blended education; social learning platform; view

scholarly journals Strategies for Pre-service Secondary English Teacher Development in the UK

1970 ◽  
Vol 15 (1-2) ◽  
pp. 134-145
Author(s):  
Karna Bahadur Maski Rana
Keyword(s):  
Teacher Development ◽  
Prospective Teachers ◽  
Teaching Strategies ◽  
English Language ◽  
English Language Teaching ◽  
Learning Theories ◽  
English Teacher ◽  
Secondary English ◽  
Subject Knowledge ◽  
The Uk

The pre-service secondary English teacher development programmes in a university in the UK were selected for the analysis. The efficiency of Post-Graduate Certificate Examination (PGCE), School-Centred Initial Teacher Training (SCITT) and Graduate Teacher Programme (GTP) was analysed using the experiential and reflective knowledge of prospective teachers. The professional knowledge categories were 'learning theories in ITT', 'subject knowledge' and 'vocational practice in ITT'. Qualitatively significant coherence is found between the categories. The study suggests that an appreciation of learning theories is essential for English language teaching and provide a framework for application of teaching strategies. Indeed, subject knowledge and teaching strategies were viewed as core parts of ITT courses for secondary English teacher development. The link between theoretical learning and pedagogical application of those theories in vocational training is identified.Key words: Teacher development; Pre-service teachers; Profession; PersonalityJournal of NELTAVol. 15 No. 1-2 December 2010Page: 134-145Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4619

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