SciELO - Scientific Electronic Library Online

 
vol.30 issue3Teacher leadership: a survey analysis of KwaZulu-Natal teachers' perceptionsTeachers' beliefs and their intention to use interactive simulations in their classrooms author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

    Related links

    • On index processCited by Google
    • On index processSimilars in Google

    Bookmark

    South African Journal of Education

    Print version ISSN 0256-0100

    Abstract

    FRICK, Liezel; CARL, Arend  and  BEETS, Peter. Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers. S. Afr. j. educ. [online]. 2010, vol.30, n.3, pp. 0-0. ISSN 0256-0100.

    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.

    Keywords : mentoring; pre-service teacher development; reflection; teacher identity.

            · text in English     · pdf in English