Reflectivity and Effectiveness of Preservice Teachers in a Unique Field Experience

Willard-Holt, Colleen; Bottomley, Diane

doi:10.1080/01626620.2000.10463007

Cited by 14 publications

(9 citation statements)

References 9 publications

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“…In order to achieve this, teachers must first adopt an educational approach that is not based on rote learning.There are findings in the literature suggesting that there is an inverse relationship between teachers' critical thinking dispositions and the essentialism educational approach (Sahin et al, 2014). The general position of many researchers in this regard is that the teachers need to receive good education before and after the service and be well-equipped in order to improve students' critical thinking skills (Walsh and Paul, 1998;Willard-Holt and Bottomley, 2000;Loughran, 2002;Genc, 2008).…”

Section: Palavan 609mentioning

confidence: 99%

The effect of critical thinking education on the critical thinking skills and the critical thinking dispositions of preservice teachers

Palavan¹

2020

Educ. Res. Rev.

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Section: Palavan 609mentioning

confidence: 99%

The effect of critical thinking education on the critical thinking skills and the critical thinking dispositions of preservice teachers

Palavan¹

2020

Educ. Res. Rev.

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“…Often, and generally, reflection occurs under the guidance and scaffolding of an instructor through discussions and writing assignments (Willard-Holt & Bottomley, 2000;Loughran, 2002;Lee, 2004). In the United States, teacher education programs in Tennessee focus on developing reflective skills as a way of becoming an effective teacher.…”

Section: Discussionmentioning

confidence: 99%

Reflective Skills of Pre-Service Teachers: A Cross-Cultural Study of American and Japanese College Students

Izumi-Taylor

Lee

Moberly

et al. 2010

Research in Comparative and International Education

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The purpose of this study was to examine similarities and differences in concepts of reflection among American and Japanese pre-service teachers majoring in early childhood education. Pre-service teachers completed a survey asking them to describe approaches and processes of reflection in their daily practice. The quantitative and qualitative data analysis revealed that both American and Japanese pre-service teachers considered reflection to be related to their thinking, improvement, and morals. However, although American pre-service teachers viewed reflection to be associated with teaching skills, none of their Japanese counterparts perceived it in this way. Their cultures clearly influenced their concepts of reflection: specifically, American pre-service teachers noted that college instructors encouraged them to write down their reflections, while their Japanese counterparts indicated that reflection was supported by talking to others. Reflection was perceived to be a disposition by American pre-service teachers, whereas their Japanese counterparts viewed it as a skill that they had already learned from early childhood. Implications for teacher education are also presented.

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“…Holt and Willard-Holt [13] emphasize the concept of dynamic assessment, which is a way of assessing the true potential of learners that differs significantly from conventional tests. Here, the essentially interactive nature of learning is extended to the process of assessment.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Competency-Based Teaching and Learning by Teachers and Students of Secondary Schools in Cameroon: Evidence from Implementation of the History Syllabus in Form Five of the Bilingual Grammar School, Buea, South West Region

Alemnge

2020

AJESS

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The effective implementation of any syllabus partly depends on the instructional methods and evaluation strategies used. The revised secondary school syllabuses in Cameroon are based on the competence approach, with entry through real life situations. The objective is to enable learners develop a number of competences for successful interaction within the school milieu and the society in general and to enable learners make a smooth transition from school to the world of work. This study therefore, examines the history syllabus in order to determine how teaching and assessment methods used in its implementation contribute to the development of the stipulated student competences. The case study design was used to carry out the study. The study population consisted of students and teachers of Balingual Grammar School Molyko Buea. 210 Form Five History students and 3 teachers of the same class made up the sample. The sample school was selected using the convenience sampling technique while the sample for students and teachers was selected using the purposive sampling procedure. A focused group discussion and classroom observation schedules were used to collect data. The focused group discussion data were analyzed using thematic analysis, and the observation data were analyzed by simply counting the number of classes where a particular toll was used. The findings revealed that the prescribed learner-centred teaching methods were only partially used, but effectively used in these instances. Therefore the use of teaching methods did not significantly influence learners’ development of competences. Findings from teachers, students and observation were conclusive that evaluation methods were very effective in enabling leaners develop the required competences. Based on the findings, it was recommended that policy makers multiply opportunities for teacher’s professional development to improve on the quality of teaching and enable learners acquire the expected learning outcomes.

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Reflectivity and Effectiveness of Preservice Teachers in a Unique Field Experience

Cited by 14 publications

References 9 publications

The effect of critical thinking education on the critical thinking skills and the critical thinking dispositions of preservice teachers

The effect of critical thinking education on the critical thinking skills and the critical thinking dispositions of preservice teachers

Reflective Skills of Pre-Service Teachers: A Cross-Cultural Study of American and Japanese College Students

Perceptions of Competency-Based Teaching and Learning by Teachers and Students of Secondary Schools in Cameroon: Evidence from Implementation of the History Syllabus in Form Five of the Bilingual Grammar School, Buea, South West Region

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