Which One Is Better: Saying Student Teachers Don't Reflect or Systematically Unlocking Their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia

Autor/in	Hussein, Jeylan Wolyie
Titel	Which One Is Better: Saying Student Teachers Don't Reflect or Systematically Unlocking Their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia
Quelle	In: Australian Journal of Teacher Education, 31 (2006) 2, Artikel 1 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Education Programs; College Faculty; Teacher Educators; Foreign Countries; Professional Identity; Humanism; Critical Theory; Student Teachers; Practicums; Expectation; Teacher Attitudes; Teacher Student Relationship; Reflection; Journal Writing; Ethiopia + Suchen Sie Ihr Suchwort? Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Humanismus; Kritische Theorie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Expectancy; Erwartung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeitschriftenaufsatz; Äthiopien
Abstract	This paper is informed by Deweyean pragmatism, critical pedagogy, Marxist humanism and social constructivism, all of which see teacher professional learning as a process of constructing knowledge and identity through critical interdependence. In addition to presenting the philosophical root of the reflective approach to teaching and the structure for engaging student teachers in reflective processes, I present the outcome of my own and my colleagues' attempts to unlock the reflective potentials of student teachers at a poor teacher education faculty in Ethiopia and a theoretical/methodological framework to deal with the reflective data. I hope that teacher educators who work with student teachers in the practicum can benefit from the experience presented in the paper. The implication of the paper for teacher educators is that before they complain that student teachers are unreflective, they should set clear objectives and expectations for themselves as well as their student teachers and supply their student teachers with methods of structuring and evaluating their reflections. They also need to be careful and flexible when they employ theoretical frameworks proposed by some teacher educators to identify, structure and determine the reflective levels of what their student teachers write. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01