Since undergoing the transition from second-level education to third level education, my pre-existing ideas and beliefs regarding education have been strongly challenged and completely transformed. Until recently, I had never thought critically about education or considered the different possibilities for education. Rather, I had just accepted the view that education equates to schooling, and that the current education system is the most effective available. However, after reading the works of many
The excellence in teacher preparation shows the excellence in the standard of education imparted. Excellence in education depends on the quality and efficiency of the teacher. According to Grinder (1989), teachers show rapid progress in their professional conduct during the initial three years or so after the career when they are still getting acquainted with different contours of the jobs, but once they are comfortably settled down to the job, a period of plateau may follow, and could result in
teaching is a process of self- assessment and self- observation. Through reflective teaching, the teachers can explore and discover their own ideas and practices, which can make the teachers more proficient and skilled in teaching. Teaching is an intricate and highly accomplished process, and teachers must implement self evaluation (reflection) to make learning effective. The paper highlights the importance of reflective teaching and its impact on pedagogical process as well as language learners. It
teaching has been one of the important tends in education since it helps teachers and leaners in problem solving and decision-making processes and it foster critical-thinking abilities. Study and learning of students comes from the different approaches, strategies and even methods and principles. Learning is said to be the change in the behavior of a student or a learner. Reflective practice is not just understanding of what is to be understood, reflection involves thinking about and critical analyzing
conversations” referred to informal networks and communication. Formal networks and communication Since all professionals were concurrently stationed in the same school, they expressed awareness on the role of communication in reflection processes of providing equity education to all children. The practice of attending staff and departmental meetings to reflect on practice was mentioned often. As it was clearly mentioned they held several meetings to address general issues that happen in school such
The continuing cycle of practice and reflection leads to a dynamic and developmental concept of professional competence which is the ultimate goal of the model; that is, enhancing candidates’ professional competence. As Wallace explained, this professional competence can be used in two senses. The first one is initial professional competence. This is a situation in which individuals, basically student-teachers, have met certain minimum requirements for the exercise of their profession. In this case
understanding of reflection is that it is taking time to review and think about something you have done. During this reflection time, you may consider what you did successfully, what you could have improved, or you may use the reflection time to revise a plan. As a teacher, I often engage in reflection of my teaching practices and lessons. After a lesson I may jot down notes of what worked and what did not, or write down new ideas that I want to include next time. Another form of reflection that I use
Professionalization of Teacher Education Introduction The term’ professionalization’ is derived from the term ’professional’ which, in turn, is derived from the term ’profession’. Thus, the meaning and nature of professionalization have to be the extension of the other two terms namely, ’profession’ and ’professional’. Professionalization is the social process by which any trade or occupation transforms itself into a true "profession of the highest integrity and competence." This process tends to
successful firms, so that you could learn through experience. Learning cycle is driven by the resolution of the dual dialectics of action/reflection and
PHILOSOPHIES AMONG PRE-SERVICE TEACHERS Joshua B. Tupas joshuatupas@yahoo.com West Visayas State University-Janiuay Campus Cabesa Jose D. Brana Street Janiuay, Iloilo, Philippines Guiller P. Pendon gppendon@yahoo.com West Visayas State University-Janiuay Campus Cabesa Jose D. Brana Street Janiuay, Iloilo, Philippines Corresponding author: Name: E-mail address: Abstract The motivation of this study is derived from the presumption or belief that pre-service teachers are somehow guided by certain