A Reflective Teaching Practicum as a Platform for Stimulating Pre-Service Teachers' Professional Development

Autor/in	Hendriwanto
Titel	A Reflective Teaching Practicum as a Platform for Stimulating Pre-Service Teachers' Professional Development
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 4, S.624-626 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendriwanto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1941812
Schlagwörter	Reflective Teaching; Practicums; Professional Development; Professional Autonomy; Professional Identity; Student Teaching; Preservice Teachers; Observation; Mentors; Conferences (Gatherings); Transformative Learning; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Berufsfreiheit; Teaching practice; Unterrichtspraxis; Beobachtung; Pädagogische Transformation; Ausland; Indonesien
Abstract	Reflective teaching practice has long been seen as the cornerstone of early professional growth among pre-service teachers. This article reports on pre-service teachers' reflective practice during a teaching practicum in which pre-service teachers engaged in peer observation, self-reflection, and student teacher-mentor teacher conferencing. Findings show that reflective practice, along with structured professional learning tasks, helps pre-service teachers harness their teacher identity and agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01