and refine our thinking , which is considered to be essential component of reflection. Often our deep rooted values, biases, hinder with the process of reflection and leads to the adherence to traditional ways of teaching and classroom management. An example may be quoted here. The teacher owing to her own cultural brought up persuades children to form groups for an activity on the basis of gender. She may also choose to stick to the lecture method s/he had been taught with as a child, without pondering
Abstract I divide my paper into four parts to interpret strategies for developing English learning reflection ability of college students. The first part is to have an overview about reflective learning and the theoretical review of Constructivism, including the concept, characteristics and significance of reflective learning and the instruction of Constructivism. The ability to reflect on learning English is what college students should have, which is important to improve their language knowledge
A reflective practitioner is hence always aware of his / her emotional state and also deliberates upon it from time to time to get better results. Let us take an example here. A teacher having taught the children independence day with traditional chalk-board or lecture method may reflect upon later and feel it would have been better if s/he used some other innovative method to teach such a topic of emotional connect for Indians and this dissatisfaction leads her /him to re-teach the lesson through
assumptions of socio-constructivist theories of learning, educators attempted to re-conceptualize teaching as a profession (Murray, 1996), which might be facilitated via reflective teaching learning practices. According to these theories, teaching has to start in student teachers’ reflective learning practices at the teacher education (Ostorga, 2006). Learning at the teacher education, moreover, is promoted when teacher candidates are provided with multiple learning opportunities to apply what they have learnt
Teacher and trainers are lifelong learners hence they must value reflection and evaluation as of their own practice and continue professional development as teachers. It is important that they use ways to reflect, evaluate and use research to develop their own practice and can share these good and effective practices with other colleagues who are also engaged in continuous professional development. One of the qualities of a good teacher is the ability to reflect on what, why and how the adapt and
individuals, basically student-teachers, have met certain minimum requirements for the exercise of their profession. In this case, their competence to teach can be proved by a certificate gained at the end of a teacher education programme. Once this kind of competence is acquired, there is no need for the candidates to go back to the programme. The second is continual professional competence. This is a situation in which professionals, basically in-service teachers, travel all their professional
Teacher professional identity encompasses how teachers view themselves as a teacher and what they consider to be a good teacher. They should always be driven towards the growth of the children, enabling them to flourish, or as Aristotle said, helping them to reach a level of ‘eudemonia’ (Nodding, 2002). While one of the key roles of teachers is to inspire students, they should first be inspired themselves, or this passion and enthusiasm will not transfer into the classroom environment (Delaney, 2017)
The Effect of Research-Informed Reflective Sessions on the Quantity and Quality of Teachers ' Corrective Feedback on Students’ Paragraph Writing Chapter Ι Background and Purpose Writing is the most complex skill for second language learners. This difficulty can not only be attributed to creating and organizing new ideas, but can also be extended to the ability to transfer ideas to the appropriate context (Richards &Rendayana, 2002). Many factors are involved in process of writing that intensify
LITERATURE REVIEW ‘Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out… The approach is only action research when it is collaborative, though it is important to realise that action research of the group is achieved through the critically examined
fashioned teaching style and learning set up have changed tremendously in the past decade, with the advent of new technologies and so is the role of an English teacher too. The gradual shift from teacher- dominated to learner-centered education is indispensible in the current scenario of need based language learning, especially in the case of learning the universal language English as L2.The present paper deals with the transformation to be self- made in a conventional English teacher ‘from instructor