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Beginning Teachers Perceptions of Reflective Practice and Mentoring - Assignment Example

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The primary feature of the research “Beginning Teachers’ Perceptions of Reflective Practice and Mentoring” is to look at the effectiveness of Reflective Teaching and Mentoring for beginning teachers at primary schools in Singapore. It also examines the incorporation of ICT in reflective teaching…
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Beginning Teachers Perceptions of Reflective Practice and Mentoring
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Download file to see previous pages Over time, other philosophers have become instrumental in developing the theory of reflective practice and among those notable are John Dewey (1933) and David Schon (1983). Dewey, much influenced by the Progressive Era of his time, employs the scientific process of generating and testing the hypothesis as vital components to reflective thinking. Half a century later, David Schon revolutionized the concept of reflective practice emphasizing the importance of context and experiential knowledge for continuous improvement. The integration of ideas from these two theorists is evident in current reflective practice literature.
Reflective practice is borne out of the basic premise that changes in an organization start within each individual. It is regarded as a “meaningful and effective professional development strategy” (Osterman and Kottkamp, 2004, p. 1). Although the goal remains synonymous (the development of individual competencies leading to improved organizational performance), the reflective practice offers an alternative approach to traditional professional development approaches. The emergence of reflective practice in the educational setting, as discussed by Osterman and Kottkamp (2004), was a response to the failure of educational reforms to effectively address the need of academically and socially preparing students to meet the challenges of a rapidly changing world.
Educators on a daily basis “routinely juggle multiple tasks, process information on many levels, manage a continual stream of interruptions, and make on-the-spot decisions to meet the changing needs and demands in the teaching environment” (York-Barr et al., 2006, p. 2). Though teachers are guided by their knowledge, a significant margin of uncertainty accompanies their practice as a result of unpredictable circumstances that require spontaneous responses. ...Download file to see next pagesRead More
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