DEVELOPING REFLECTIVE TEACHERS

In an era where reflection in teacher education is §regarded as an effective approach to teacher §education, this book provides a comprehensive §analysis of the phenomenon of reflection in pre-§service teacher education. It places primary §importance on the understanding of reflective §practicum process from the perspectives of pre-§service teachers by analyzing their perceptions and §interests. Consequently, it enriches our §understanding of the phenomenon of reflection and of §the reflective process as a whole. This work §includes a detailed analysis of the developmental §process of pre-service teachers reflective thinking §and sheds light on how various methods, such as §journals, reflective interviews, seminars, and self-§observation and self-analysis contribute to the §developmental process. It also elaborates on how pre-§service teachers improved their reflectivity with §reference to their focuses of attention in the §practicum process. The findings allow course §instructors and curriculum designers in teacher §education to design courses and programs §accordingly, and to assist pre-service teachers in §getting a good start in their teaching practice. In an era where reflection in teacher education is §regarded as an effective approach to teacher §education, this book provides a comprehensive §analysis of the phenomenon of reflection in pre-§service teacher education. It places primary §importance on the understanding of reflective §practicum process from the perspectives of pre-§service teachers by analyzing their perceptions and §interests. Consequently, it enriches our §understanding of the phenomenon of reflection and of §the reflective process as a whole. This work §includes a detailed analysis of the developmental §process of pre-service teachers reflective thinking §and sheds light on how various methods, such as §journals, reflective interviews, seminars, and self-§observation and self-analysis contribute to the §developmental process. It also elaborates on how pre-§service teachers improved their reflectivity with §reference to their focuses of attention in the §practicum process. The findings allow course §instructors and curriculum designers in teacher §education to design courses and programs §accordingly, and to assist pre-service teachers in §getting a good start in their teaching practice.