Literaturnachweis - Detailanzeige
| Autor/in | Tlali, Tebello |
|---|---|
| Titel | Developing Professionalism through Reflective Practice among Pre-Service Teachers at the National University of Lesotho |
| Quelle | In: Africa Education Review, 16 (2019) 3, S.117-129 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Tlali, Tebello) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1814-6627 |
| DOI | 10.1080/18146627.2017.1390396 |
| Schlagwörter | Foreign Countries; Professionalism; Reflective Teaching; Preservice Teachers; Preservice Teacher Education; College Students; Constructivism (Learning); Best Practices; Scaffolding (Teaching Technique); Student Attitudes; Teacher Improvement; Teacher Effectiveness; Student Evaluation; Self Evaluation (Individuals); Mentors; Supervision; Lesotho |
| Abstract | This article is based on a study which aimed to explore the use of reflective practices to develop professionalism among pre-service teachers at the National University of Lesotho. The study sought to contribute to the local and international debate on best practice in encouraging and scaffolding constructivism through reflective practice among teachers. Forty final year pre-service teachers participated in the study and were interviewed individually and in groups. They shared their conceptions and views about how they plan to engender professional growth in their own teaching. By engaging in this exercise, this group of future teachers was empowered to develop into reflective professionals. The findings are discussed against the Centric Reflection Model which posits the different stages and dimensions of the reflective exercise. The author argues that reinforcing reflective dispositions could promote professional growth, and decrease misconduct and lack of professionalism associated with some teachers in Lesotho. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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