Reflective Teaching Methodology in Pre-Service Education

2018 ◽  
pp. 1-24 ◽  
Author(s):  
Kholood Moustafa Alakawi
Keyword(s):  
Lifelong Learning ◽  
Student Teachers ◽  
Teaching Practices ◽  
Deep Understanding ◽  
Hierarchical Structures ◽  
Educational Programs ◽  
Reflective Teaching ◽  
Vicious Circle ◽  
Teaching Methodology ◽  
Education Programs

The aim of the present chapter is to gain a deep understanding of how to teach and consequently improve new practices. As teaching becomes a lifelong learning process, teachers' inability to improve their teaching practices is considered an evidence of their incompetence. This vicious circle should be broken. The present chapter solves this problem relying on the reflective teaching methodology highlighting its importance, levels, and models of reflection ending with their pedagogical implications. Moreover, it suggests practical reflective teaching instruments to help student teachers enrolled in educational programs to detect their own teaching performances' strengths and weaknesses. In addition, it sketches carefully a Reflective Training Guide with its specific detailed hierarchical structures that can be adopted by TEFL professors in the pre- service Education Programs. Thus, teaching is not practiced haphazardly but practiced cautiously in an artistic way. The present chapter is an exploration in the field of reflective teaching methodology in pre-service education programs.

scholarly journals Weblogs as Tools for Encouraging Self-Reflection and Peer Feedback among Student Teachers

2016 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Sarah A. AL-Ajmi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practices ◽  
Peer Feedback ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Education Programs ◽  
Kuwait University ◽  
Self Reflection ◽  
Study Results

<p>A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback.</p><p>A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis.</p><p>The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.</p>

scholarly journals THE POSSIBILITY OF TEACHING PRACTICES AS A COMMUNITY OF PRACTICE BASED UPON THE EXPERIENCES OF STUDENT-TEACHERS

Neofilolog ◽  
2020 ◽  
pp. 305-316
Author(s):  
Martin Blaszk
Keyword(s):  
Qualitative Research ◽  
Student Teachers ◽  
Community Of Practice ◽  
Teaching Practices ◽  
Academic Staff ◽  
School Teacher ◽  
Teaching Methodology ◽  
Service Training ◽  
Dialogic Interaction ◽  
Teacher Mentor

In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), academic supervisor and the academic staff who lead the English teaching methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.

A Booster for Turkish Novice Teachers

2018 ◽  
pp. 84-111
Author(s):  
Gülsen Ünver
Keyword(s):  
Teacher Induction ◽  
Novice Teachers ◽  
Teaching Practices ◽  
Reflective Teaching ◽  
Teaching Methodology ◽  
Induction Programs ◽  
Teacher Induction Programs ◽  
Service Training ◽  
The Many ◽  
Teaching Perceptions

This chapter outlines the many ways in which reflective teaching could be adopted during formal teacher inductions. It sums up the induction policies, programs, and reflective teaching methodology facilitated in the curricula in a number of countries. Policies and activities in Turkey where reflective teaching has recently begun to show in formal teacher induction programs will be discussed. Problems regarding practice of reflective teaching during induction programs in Turkey and some others will be reviewed. Reflective teaching practices during pre-service training prior to formal induction will be mentioned. Research that highlights ways in which teachers can develop their reflective teaching will be explored. Finally, some recommendations that might help enhance novice teachers' reflective teaching perceptions will be made.

Reflective Teaching Methods at Schools for English Teachers’ Professional Development (International Turkish Private Schools)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ekaterine PIPIA ◽  
Tamar SHARASHENIDZE-SOYUCOK
Keyword(s):  
Teacher Development ◽  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Mixed Model ◽  
Journal Writing ◽  
Reflective Teaching ◽  
Collaborative Group ◽  
Peer Observation ◽  
Muslim Countries

The aim of the study was to find out the most applicable reflective teaching methods for English language teachers in Georgia and Muslim countries.  The study tends to identify the general English language teaching tendencies and stresses the teaching discrepancies for Muslim countries. These peculiarities are analyzed to provide a clear-cut picture of reflective teaching practices, possible changes and desirable improvements, which would be different for Georgia and Muslim countries (Egypt, Turkey and Yemen). The data obtained from one survey showed that school administration supports teacher development, including via reflective teaching. Another survey, conducted in Egypt, Turkey and Yemen regarding the cultural and gender issues in designing reflective teaching practices, showed that the majority of teachers prefer to be involved in collaborative group work, rather than being observed by a peer due to Muslim cultural traditions concerning gender relations. Both genders avoid peer work, because there is a possibility to stay alone with the opposite gender for the discussions and this might cause some inconveniences. The interview conducted in Georgia showed that teachers do not like cooperative reflective activities. As Georgian teachers of English better liked journal writing and peer observation, the experiment conducted in Georgia dealt with them. It revealed the fact that the mixed model of reflective teaching (peer observation accompanied by journal writing) is more productive for Georgia more than just peer observation.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

scholarly journals The effect of microteaching lesson study on the beliefs of EFL student teachers

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Fitri Budi Suryani ◽  
Rismiyanto Rismiyanto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Lesson Study ◽  
Influential Factors ◽  
Education Programs ◽  
Teaching Experiences ◽  
Teachers Beliefs ◽  
Fertile Ground ◽  
Before And After

Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers� beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course.

scholarly journals The Evaluation of Teacher's Competencies on Special Education Programs

2019 ◽  
Vol 8 (2S9) ◽  
pp. 362-368
Keyword(s):  
Special Education ◽  
Natural Environment ◽  
Mixed Method ◽  
Educational Program ◽  
Professional Competence ◽  
Educational Programs ◽  
Education Programs ◽  
Special Education Programs ◽  
Mutual Relations ◽  
Method Approach

This study was based on the understanding that special education programs are educational programs which aim to teach -students with physical and/or, psychological illnesses. It is required to develop knowledge, attitudes, and professional skills individually or collectively and members of the community in mutual relations with the cultural, social and natural environment. In this case, teachers need to have the appropriate competence to carry out their duties and functions correctly. This research aimed to evaluate the competence of teachers in special education programs and his implication to the graduate competencies. The study was conducted by using a mixed method approach. The results indicated that teachers have tremendous personal competence, social competence, professional competence and pedagogic competence. Thus, it can be interpreted that teachers have adequate competence to support the achievement of educational program objectives for special students. Adequate competency of the three competencies has implications for the competence of students. Mastery of attitude competency in special education programs is essentially required good, as well as in mastery of knowledge competency.

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