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

Hanadi Chatıla İman Abou Alı

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.   

Keywords

Reflective Practice, pre-service science teacher, professional development

References

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