SciELO - Scientific Electronic Library Online

 
vol.30 número3Teacher leadership: a survey analysis of KwaZulu-Natal teachers' perceptionsTeachers' beliefs and their intention to use interactive simulations in their classrooms índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

FRICK, Liezel; CARL, Arend  e  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. ISSN 2076-3433.

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.

Palavras-chave : mentoring; pre-service teacher development; reflection; teacher identity.

        · texto em Inglês     · Inglês ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons