Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers
Establishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through mentoring programmes can facilitate the inevitable transitions that students have to make to the professional sector. Through a narrative analysis, we report on the insights of a selected group of Postgraduate Certificate in Education (PGCE) students participating in the initial development phase of a mentoring system during their practice teaching in schools guiding them to reflect critically on their learning and practice. The data suggest that mentoring can act as a catalyst to enhance reflection. The development of reflection as praxis can assist in bridging the gap between theory and practice.
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Digital revista |
| Language: | English |
| Published: |
Education Association of South Africa (EASA)
2010
|
| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000300006 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| id |
oai:scielo:S0256-01002010000300006 |
|---|---|
| record_format |
ojs |
| spelling |
oai:scielo:S0256-010020100003000062010-09-28Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachersFrick,LiezelCarl,ArendBeets,Peter mentoring pre-service teacher development reflection teacher identity Establishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through mentoring programmes can facilitate the inevitable transitions that students have to make to the professional sector. Through a narrative analysis, we report on the insights of a selected group of Postgraduate Certificate in Education (PGCE) students participating in the initial development phase of a mentoring system during their practice teaching in schools guiding them to reflect critically on their learning and practice. The data suggest that mentoring can act as a catalyst to enhance reflection. The development of reflection as praxis can assist in bridging the gap between theory and practice.Education Association of South Africa (EASA)South African Journal of Education v.30 n.3 20102010-01-01journal articletext/htmlhttp://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000300006en |
| institution |
SCIELO |
| collection |
OJS |
| country |
Sudáfrica |
| countrycode |
ZA |
| component |
Revista |
| access |
En linea |
| databasecode |
rev-scielo-za |
| tag |
revista |
| region |
África del Sur |
| libraryname |
SciELO |
| language |
English |
| format |
Digital |
| author |
Frick,Liezel Carl,Arend Beets,Peter |
| spellingShingle |
Frick,Liezel Carl,Arend Beets,Peter Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers |
| author_facet |
Frick,Liezel Carl,Arend Beets,Peter |
| author_sort |
Frick,Liezel |
| title |
Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers |
| title_short |
Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers |
| title_full |
Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers |
| title_fullStr |
Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers |
| title_full_unstemmed |
Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers |
| title_sort |
reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers |
| description |
Establishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through mentoring programmes can facilitate the inevitable transitions that students have to make to the professional sector. Through a narrative analysis, we report on the insights of a selected group of Postgraduate Certificate in Education (PGCE) students participating in the initial development phase of a mentoring system during their practice teaching in schools guiding them to reflect critically on their learning and practice. The data suggest that mentoring can act as a catalyst to enhance reflection. The development of reflection as praxis can assist in bridging the gap between theory and practice. |
| publisher |
Education Association of South Africa (EASA) |
| publishDate |
2010 |
| url |
http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000300006 |
| work_keys_str_mv |
AT frickliezel reflectionaslearningabouttheselfincontextmentoringascatalystforreflectivedevelopmentinpreserviceteachers AT carlarend reflectionaslearningabouttheselfincontextmentoringascatalystforreflectivedevelopmentinpreserviceteachers AT beetspeter reflectionaslearningabouttheselfincontextmentoringascatalystforreflectivedevelopmentinpreserviceteachers |
| _version_ |
1756005307045117952 |