A Critical Reflection of My Collaborative Learning Journey in a South African Pre-Service Teacher Education Film Study Module

Autor/in	Campbell, Bridget
Titel	A Critical Reflection of My Collaborative Learning Journey in a South African Pre-Service Teacher Education Film Study Module
Quelle	In: Changing English: Studies in Culture and Education, 29 (2022) 2, S.174-184 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell, Bridget)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2021.2023464
Schlagwörter	Cooperative Learning; Preservice Teachers; Teacher Education Programs; Preservice Teacher Education; Film Study; Peer Relationship; Lecture Method; Learning Processes; Teaching Methods; Teacher Student Relationship; Teacher Collaboration; Foreign Countries; Teacher Educators; Cultural Differences; Power Structure; Teacher Attitudes; Teacher Characteristics; Whites; Social Differences; Racial Differences; South Africa + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lehramtsstudiengang; Lehrerausbildung; Filmkurs; Peer-Beziehungen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerkooperation; Ausland; Teacher education; Education; Lehrerbildung; Kultureller Unterschied; Lehrerverhalten; White; Weißer; Sozialer Unterschied; Rassenunterschied; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on the process of understanding myself and my pre-service teacher education students better through my lecture reflections and deliberations with critical friends as I taught a South African film entitled Tsotsi. Conversations with colleagues deepened my analysis as I was challenged to revisit my musings on lecture reflections, and to probe facets of my background that influenced my responses to students. At the outset, I believed that my learning lay in the film. I now realise that I could have engaged in the process with any text. My learning happened not through the film, but in beginning to understand how my socio-cultural background influences my pedagogy. My reflections along with colleagues' comments served as the link between myself and my classroom practice. I explore the question: What did I learn about myself in relation to my students through lecture reflections and my engagements with colleagues? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01