Abstract
Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes. Some points of consideration in the reflection process might be what is currently being done, why it's being done and how well students are learning. Reflection is claimed as a goal in many teacher preparation programs, but how it might be fostered in student teachers are problematic issues. The researcher develops a six components reflective case writing format to foster student teachers�� reflections. The reflective case writing format is as follows: (a) my teaching event (5W1H), (b) my true teaching situation, and (c) my ideal teaching situation, (d) my reflections after writing case, (e) the feedback of peers and professor to my case. (f) How will I do if I had the chance to teach it again. The purpose of this study is to explore how reflective case writing as a tool to promote student teachers�� professional development. The data consisted of case narratives developed by six student teachers during their teaching internships. Findings indicated that First, student teachers know their own blind spots and gain a deeper self-understanding. Second, they can calmly face their true teaching situations. Third, they can gradually improve their teaching practice. Fourth, they grow both in their thinking and teaching ability. The results of this study advance our understanding of student teachers�� professional growth from writing reflective case and bear implications for the supervision of
Author Information
Wei-Yu Liu, National Dong Hwa University, Taiwan
Paper Information
Conference: ACEID2015
Stream: Professional concerns
This paper is part of the ACEID2015 Conference Proceedings (View)
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