Reflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachers
Date
2010
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa
Abstract
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.
Description
CITATION: Frick, L., Carl, A. & Beets, P. 2010. Reflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30(3):421-437, doi:10.15700/saje.v30n3a363.
The original publication is available at http://www.sajournalofeducation.co.za
The original publication is available at http://www.sajournalofeducation.co.za
Keywords
Teachers -- Training of, Teachers -- In-service training, Universities and colleges, Self-knowledge, Theory of, Learning, Psychology of, Reflection (Theory of knowledge)
Citation
Frick, L., Carl, A. & Beets, P. 2010. Reflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30(3):421-437, doi:10.15700/saje.v30n3a363.