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ERIC Number: EJ816254
Record Type: Journal
Publication Date: 2007-Jul
Pages: 13
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1366-4530
Experience Gained through Engaging Student Teachers in a Developmental Reflective Process
Hussein, Jeylan Wolyie
Teacher Development, v11 n2 p189-201 Jul 2007
The article illustrates the hopes and challenges evident in my attempt to use action research as an approach to engage student teachers in reflective processes. The data was systematically generated from the student teachers themselves and from the diaries I noted through out the inquiry. The study suggested that while lack of previous experience on reflection and poor command of English hampered the quality of the student teachers' reflections, the developmental processes used to engage them in the reflective process and the opportunities made available for them to reflect on their own reflections enabled them to develop gradually the quality of their reflections and awareness about the complex nature of the reflective process. The study hinted that it is difficult for one to use frameworks of reflections designed under different social, educational and cultural contexts to evaluate the reflections made by student teachers in countries like Ethiopia where deficiency in the English language hinders their ability to generate, organize and express their professional as well as personal thoughts adequately. This implies that we need to use such frameworks as general guidelines rather than as ultimate touchstone to fix the attributes of our student teachers' reflective thoughts. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia