Enhancing Pre-Service Teacher Training: The Construction and Application of a Model for Developing Teacher Reflective Practice Online

HTML  Download Download as PDF (Size: 136KB)  PP. 180-188  
DOI: 10.4236/ojml.2012.24023    9,355 Downloads   17,902 Views  Citations
Author(s)

ABSTRACT

Reflective practice is an essential component of pre-service teacher training programs. It facilitates the linking of theory and practice and empowers trainees to seek reasons behind their practices and their beliefs. These help novices to evolve as they witness their own teaching philosophies emerging. This research took place over 18 months and comprised 3 case studies of eight weeks with 3rd year ESOL trainees on their first intensive block practice in Hong Kong state schools. The research suggests that an online environment is an effective one in supporting and developing reflective practice during these periods. This was facilitated by asking trainees to apply an online model to scaffold reflections. These reflections were then posted and discussed by all case study members. They were also explored further using online moderator asynchronous Socratic dialogue to prompt further reflection. Findings demonstrate that a deep level of reflection is attainable in this context, albeit relatively rare, using the online medium.

Share and Cite:

Brooke, M. (2012). Enhancing Pre-Service Teacher Training: The Construction and Application of a Model for Developing Teacher Reflective Practice Online. Open Journal of Modern Linguistics, 2, 180-188. doi: 10.4236/ojml.2012.24023.

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.