Facilitating the Teaching-Learning Process through the Reflective Engagement of Pre-Service TeachersReport as inadecuate




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Australian Journal of Teacher Education, v35 n2 p20-34 Mar 2010

The repeated use of reflection throughout their teacher preparation experience can be useful in encouraging growth and improving pedagogical knowledge, teaching performance and professional development among pre-service teachers. This study looks at how the reflective engagement of these teachers in a structured classroom activity reinforces the application of the teaching-learning process in the classroom and enables them to construct meaning from that application. It seeks to identify ways in which the teachers engage in reflection; determine their levels of reflective engagement; examine what they discover about teaching through reflection; and establish how this reflection affects their pedagogical ability. (Contains 8 tables.)

Descriptors: Preservice Teacher Education, Reflective Teaching, Pedagogical Content Knowledge, Teaching Methods

Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au





Author: Rodman, Gloria Jean

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4266&id=EJ908196







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