DEVELOPING REFLECTIVE TEACHERS

In an era where reflection in teacher education is
regarded as an effective approach to teacher
education, this book provides a comprehensive
analysis of the phenomenon of reflection in pre-
service teacher education. It places primary
importance on the understanding of reflective
practicum process from the perspectives of pre-
service teachers by analyzing their perceptions and
interests. Consequently, it enriches our
understanding of the phenomenon of reflection and of
the reflective process as a whole. This work
includes a detailed analysis of the developmental
process of pre-service teachers reflective thinking
and sheds light on how various methods, such as
journals, reflective interviews, seminars, and self-
observation and self-analysis contribute to the
developmental process. It also elaborates on how pre-
service teachers improved their reflectivity with
reference to their focuses of attention in the
practicum process. The findings allow course
instructors and curriculum designers in teacher
education to design courses and programs
accordingly, and to assist pre-service teachers in
getting a good start in their teaching practice.

Autorentext

Senem Sanal-Erginel obtained her undergraduate degree from Istanbul University and pursued M.A. degrees at the Eastern Mediterranean University and at Reading University. She completed her Ph.D. in Educational Sciences at the the Faculty of Education of the Middle East Technical University in 2006.

Klappentext

In an era where reflection in teacher education is regarded as an effective approach to teacher education, this book provides a comprehensive analysis of the phenomenon of reflection in pre-service teacher education. It places primary importance on the understanding of reflective practicum process from the perspectives of pre-service teachers by analyzing their perceptions and interests. Consequently, it enriches our understanding of the phenomenon of reflection and of the reflective process as a whole. This work includes a detailed analysis of the developmental process of pre-service teachers' reflective thinking and sheds light on how various methods, such as journals, reflective interviews, seminars, and self-observation and self-analysis contribute to the developmental process. It also elaborates on how pre-service teachers improved their reflectivity with reference to their focuses of attention in the practicum process. The findings allow course instructors and curriculum designers in teacher education to design courses and programs accordingly, and to assist pre-service teachers in getting a good start in their teaching practice.