Reflective Teacher Education

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This sub-section tried to review the nature of curriculum, its implementation, and then the effect on student teachers reflective learning practices. Reflective teacher education naturally follows the innovative and reflective paradigm of teacher education, which is theorized and grounded from the cognitive and constructive learning theories and principles (Huizen, et al). Therefore, it gives more attention in enhancing student teachers’ self learning, rather than receiving information as it is (Choy, 2012; Daudelin, 1996) from sources that they assumed as authoritative by practicing reflection over the theoretical and practical experiences while teacher education curricula are delivered. Such intentions at the teacher education are best served…show more content…
Both, particularly the practical experience of teaching, are important to make the teacher candidate effective and efficient while they involve in their actual teaching latter (Schon, 1983; Grimmett, 1988). Therefore, Critical components of effective teacher education program include coherence and integration among courses and between course work (in the university classroom) and clinical work in schools. Extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools” (Hess, 2008, P.…show more content…
Teacher educators and scholars of teacher education have raised questions such as what do teachers need to know, care about, and be able to do and guess some way out of the usual experiences (Feiman-Nemser, 2008). There is a definable body of knowledge, thought, and practice that teachers need to possess in their stay at the teacher education prior to their entry into actual teaching (Hess, 2008). In this regard, Feiman-Nemser (2008) identified four major dimensions (learning to think like a teacher, learning to know like a teacher, learning to feel like a teacher, and learning to act like a teacher) that student teachers should address well at the teacher education. These themes include teachers’ skills, strategies, routines and the judgments to figure out what to do, with whom to do, and when (Afe, 2006; Lee, 2008). Teacher education curriculum has to incorporate contents and learning experiences that ensure knowledge and skill about subject area contents, students, instructional methodologies and communication skills (Dunking & Michael, 1987; Borman,

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