STUDENT TEACHERS’ REFLECTIVE INQUIRY QUEST FOR EXCELLENCE IN TEACHING

Dr. Thomas P. J., Dr. Tessy Joseph Kallarackal

Abstract


Reflective practice is one of the fundamental bases of professional development of teachers. The present study estimated how often student teachers engage in self-dialogue and the level of inquiry urge among them in relation to their teaching experience.This study employed procedures associated with both qualitative and quantitative paradigm. The participants (500 student teachers) in this study were drawn from student teachers at secondary level.The participants were asked to maintain the structured reflective journal developed by the investigatorsthroughout their practice teaching period to document their daily teaching experiences. The content analysis was employed to identify the focus, reflective categories and levels of reflectivity of the reflective journals. In order to find out the student teachers’ reactions to the journal writing the investigators prepared and standardised a questionnaire and administered it to the same sample of student teachers and analysed quantitatively. It was found that student teachers have given more emphasis to reflection on the delivering of their teaching than planning and preparation and were engaged in self-dialogue very frequently and also have above average level of inquiry urge to identify the reasons of the success/failures of teaching- learning outcome. They have above average level of positive reactions to the journal writing and science, mathematics and language student teachers were found to have more positive reactions than those of social science student teachers.

Keywords


Reflective practice, structured reflective journal, self-dialogue, inquiry urge,reflective journal writing

Full Text:

PDF

References


Thomas, P. J. & Tessy J. K. (2018). Reflective practice for professional development of teachers. Kottayam: Vazhemadom Offset Printers.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. Boston, D. C.: Heath.

Cruickshank, D., & Applegate, J. (1981). Reflective teaching as a strategy for teacher growth. Educational Leadership, 38, 550-562.

Levine, R. B., Kern, D. E., & Wright, S.M. (2008). The impact of prompted narrative writing during internship on reflective practice: a qualitative study, Advances in Health Science Education, 13(5), 723-733. doi: 10.1007/s10459-007-9079x

Farrell, T. S. C. (2004). Reflective practice in action. Thousand Oaks, CA: Corwin Press.

Huang, H. (2001). Professional development through reflection: A study of preservice teachers’ reflective practice. International Electronic Journal for Leadership in Learning, 5(6). http://iejll.synergiesprairies.ca/iejll/index.php/ijll/article/view/499

National curriculum framework for teacher education. Towards preparing professional and humane teacher. (2009). New Delhi: Member-Secretary, National Council for Teacher Education.

Sumsion, J., & Fleet, A. (1996). Reflection: Can we assess it? Should we assess it? Assessment and Evaluation in Higher Education, 21(2), 121-131

Davis, E.A. (2006). Characterizing productive reflection among pre-service elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281-301

El-Dib, M. A. B. (2007). Levels of reflection in action research. An overview and an assessment tool. Teaching and Teacher Education ,23(1), 24-35.

Thorsen, C.A. & DeVore, S. (2013). Analyzing reflection on/for action: A new approach. Reflective Practice: International and Multidisciplinary Perspectives, 14 (1), 88 - 103


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2021 INTERNATIONAL EDUCATION AND RESEARCH JOURNAL