Encouraging the Reflection Process in Undergraduate Teachers using Guided Reflection
Nolan, A (2008) Encouraging the Reflection Process in Undergraduate Teachers using Guided Reflection. Australian Journal of Early Childhood, 33 (1). pp. 31-36. ISSN 0312-5033Full text for this resource is not available from the Research Repository.
This paper reports on the findings of a study conducted with a group of early childhood education undergraduate students. The study trialled a number of guided reflection techniques that acted to stimulate and provide a structure for reflection. These techniques were further supplemented by focus group discussions based on reflective principles, in the hope of fully engaging the students in the reflective process over the course of a year. All techniques were designed to assist the student teachers in becoming aware of the current philosophy they hold in relation to teaching and learning, and also in understanding how this has been shaped by past experiences, beliefs and knowledge. The effectiveness of the guided reflection techniques were evaluated by the participants at the end of the project. The surveys showed that three of the techniques were particularly successful. Student perceptions as to the success of the process are reported in this paper.
|Uncontrolled Keywords:||ResPubID16807, early childhood education undergraduate students, guided reflection techniques, focus group discussions, personal current philosophy, teaching and learning, past experiences|
|Subjects:||Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1301 Education Systems
FOR Classification > 1303 Specialist Studies in Education
|Date Deposited:||13 Sep 2011 01:18|
|Last Modified:||13 Sep 2011 01:18|
|ePrint Statistics:||View download statistics for this item|
|Citations in Scopus:||9 - View on Scopus|
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