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THE DEVELOPMENT OF PRE-SERVICE SCIENCE TEACHERS’ REFLEXIVE PRACTICE AT THE LEBANESE UNIVERSITY FACULTY OF EDUCATION

Year 2016, Volume: 4 , 33 - 45, 31.05.2016

Abstract

A major aim in
teacher’s preparation program is to promote reflective practice among future
teachers. Literature in teacher education points out to the importance of
reflection in the development of quality teaching (Coffey 2014; Jay &
Johnson, 2002; Perrenoud 2012). Schon’s (1983,1987), proposed a conceptual
framework about reflective practice that involves two phases of reflection:
reflection-on-action which refer to the reflection after doing the action anf
reflection-in-action which occurs during the doing. The framework was adapted
later to include  reflection for action,
that takes place before the doing of the action as the teacher reflects about
the future experience informed by the past practice. The current study, aims to
explore if the training program at the Lebanese University, Faculty of
education, prepare reflective primary science teachers, on the basis of Schon’s
(1983,1987) framework. For this purpose a convenience sample of 30 participants
from third year primary science pre-service teachers was selected to
participate in the study along with their five trainers. Both quantitative and
qualitative method including questionnaire, interviews, curriculum and
reflection report analysis were used in the study. The results show that
pre-service teachers develop to some extent “reflection-for-action” and
“reflection-in-action”, however they lack strategies for the “reflection on-
action” as they face difficulties in regulation and self-improvement.   

References

  • Altrichter, H. (2005). The role of the ‘professional community in action research. Educational Action Research, 13 (1), 11-25. Coffey, A. M. (2014). Using Video to Develop Skills in Reflection in Teacher Education Students. Australian Journal of Teacher Education, 39 (9), http://dx.doi.org/10.14221/ajte.2014v39n9.7 Cornish, L & Jenkins K A (2012). Encouraging teacher development through embedding reflective practice in assessment. Asia-Pacific Journal of Teacher Education, 40 (2) 159-170. Danielson (2013). The framework for teaching. https://www.danielsongroup.org/framework/ Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Chicago IL: Henry Regnery Co. Finlay, L (2008). Reflecting on ‘Reflective practice’. Discussion paper prepared for PBPL CETL (www.open.ac.uk/pbpl). Fox, K. R., Campbell, M., & Hargrove, T (2011). Examining Reflective Practice: Insights from Pre-service Teachers, In-service Teachers and Faculty. Journal of Research in Education, 21 (2), 37-54. Freese, A. (1999). Developing reflective teaching practice. Center for Teaching and Learning. Colorado State University. Retrieved 10/1/2006, from www.colostate.edu/Orgs/CTLearn. Gibbs, G (1988). Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic. Grushka, K., McLeod, J. H., & Reynolds, R. (2005). Reflecting upon reflection: theory and practice in one Australian University teacher education program. Reflective Practice, 6 (2), 239-246. Jay, J.K., & Johnson, K.L. (2002) Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85. Kolb, D. (1984). Experiential Learning. New Jersey; Prentice Hall. Philippe Perrenoud (2001). Dix nouvelles compétences pour un métier nouveau Faculté de psychologie et des sciences de l’éducation Université .Genève http://www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/php_2001/2001_04.html Morissini, M. C., Cabrera, A, F., & Felicetti, V. L., (2011). Professional development of pedagogues: Competencies and quality indicators. JISTE 15 (1), 42-49. Perrenoud, Ph (2012). Développer la pratique réflexive dans le métier d’enseignement. Paris : esf éditeur. Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan. Ryan, T. G. (2001). The role of leadership within an action research study of science assessment praxes. International Electronic Journal for Leadership in Learning, 5, (3). http://www.ucalgary.ca/~iejll Rayan,T.G (2007): The Reflexive Classroom Manager: A Required Pre-Service Mode. Networks, 9 (1), 1-6. Sayah, A., Abou Zeid, A., Batlouni, N., Bajani, M., Tawa, F., & Mrouweh, M. (2015). Practical Education at the Faculty of Education. Lebanese University, Lebanon. Schon, D.A. (1987). Educating the reflective practitioner. San Francisco: Josey-Bass. Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Tardif, M (2001). Pre-service Teacher Training Programs: Outcomes of recent reforms and new trends towards effective professional training. Pan-Canadian Education Research Program Symposium Teacher and Educator Training Current Trends and Future Orientations May 22-23, 2001. Université Laval, Quebec City.
Year 2016, Volume: 4 , 33 - 45, 31.05.2016

Abstract

References

  • Altrichter, H. (2005). The role of the ‘professional community in action research. Educational Action Research, 13 (1), 11-25. Coffey, A. M. (2014). Using Video to Develop Skills in Reflection in Teacher Education Students. Australian Journal of Teacher Education, 39 (9), http://dx.doi.org/10.14221/ajte.2014v39n9.7 Cornish, L & Jenkins K A (2012). Encouraging teacher development through embedding reflective practice in assessment. Asia-Pacific Journal of Teacher Education, 40 (2) 159-170. Danielson (2013). The framework for teaching. https://www.danielsongroup.org/framework/ Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Chicago IL: Henry Regnery Co. Finlay, L (2008). Reflecting on ‘Reflective practice’. Discussion paper prepared for PBPL CETL (www.open.ac.uk/pbpl). Fox, K. R., Campbell, M., & Hargrove, T (2011). Examining Reflective Practice: Insights from Pre-service Teachers, In-service Teachers and Faculty. Journal of Research in Education, 21 (2), 37-54. Freese, A. (1999). Developing reflective teaching practice. Center for Teaching and Learning. Colorado State University. Retrieved 10/1/2006, from www.colostate.edu/Orgs/CTLearn. Gibbs, G (1988). Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic. Grushka, K., McLeod, J. H., & Reynolds, R. (2005). Reflecting upon reflection: theory and practice in one Australian University teacher education program. Reflective Practice, 6 (2), 239-246. Jay, J.K., & Johnson, K.L. (2002) Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85. Kolb, D. (1984). Experiential Learning. New Jersey; Prentice Hall. Philippe Perrenoud (2001). Dix nouvelles compétences pour un métier nouveau Faculté de psychologie et des sciences de l’éducation Université .Genève http://www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/php_2001/2001_04.html Morissini, M. C., Cabrera, A, F., & Felicetti, V. L., (2011). Professional development of pedagogues: Competencies and quality indicators. JISTE 15 (1), 42-49. Perrenoud, Ph (2012). Développer la pratique réflexive dans le métier d’enseignement. Paris : esf éditeur. Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan. Ryan, T. G. (2001). The role of leadership within an action research study of science assessment praxes. International Electronic Journal for Leadership in Learning, 5, (3). http://www.ucalgary.ca/~iejll Rayan,T.G (2007): The Reflexive Classroom Manager: A Required Pre-Service Mode. Networks, 9 (1), 1-6. Sayah, A., Abou Zeid, A., Batlouni, N., Bajani, M., Tawa, F., & Mrouweh, M. (2015). Practical Education at the Faculty of Education. Lebanese University, Lebanon. Schon, D.A. (1987). Educating the reflective practitioner. San Francisco: Josey-Bass. Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Tardif, M (2001). Pre-service Teacher Training Programs: Outcomes of recent reforms and new trends towards effective professional training. Pan-Canadian Education Research Program Symposium Teacher and Educator Training Current Trends and Future Orientations May 22-23, 2001. Université Laval, Quebec City.
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Details

Journal Section Articles
Authors

Hanadi Chatıla This is me

İman Abou Alı This is me

Publication Date May 31, 2016
Published in Issue Year 2016 Volume: 4

Cite

APA Chatıla, H., & Abou Alı, İ. (2016). THE DEVELOPMENT OF PRE-SERVICE SCIENCE TEACHERS’ REFLEXIVE PRACTICE AT THE LEBANESE UNIVERSITY FACULTY OF EDUCATION. The Eurasia Proceedings of Educational and Social Sciences, 4, 33-45.