Literaturnachweis - Detailanzeige
| Autor/in | Minott, Mark A. |
|---|---|
| Titel | A Reflective Approach to Teaching Practicum Debriefing |
| Quelle | In: Teacher Education and Practice, 25 (2012) 2, S.287-301 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0890-6459 |
| Schlagwörter | Teaching Methods; Teacher Education Programs; Educational Change; Critical Thinking; Practicums; Student Teachers; Reflective Teaching; Teaching (Occupation); Case Studies |
| Abstract | Over the past 20 years, the teaching profession has embraced the notion of the teacher as reflective practitioner, which has led to an increased emphasis on teacher education programs offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits, and challenges of an innovative approach to teaching practicum debriefing--namely, an exercise called the "reflective approach to teaching practicum debriefing". Examples of the usefulness and benefits of the approach include the fact that (1) it encouraged student teachers to not only focus on observing the techniques and methods of teaching and the daily issues that teachers face in their practice but to also consider "self as teacher" and (2) it encouraged critical thinking, self-directed critical thinking, and self-awareness. The main challenge was that students were sometimes reluctant to share their perception and what they truly believed about a particular issue or situation encountered. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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