The primary feature of the research 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. The design endeavours to answer the research…
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Overtime, 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 hypothesis as vital components to reflective thinking. Half a century later, David Schon revolutionised the concept of reflective practice emphasising 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 starts 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), 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. The reflective practice
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Canada has been known as a haven for people from various cultures. Multiculturalism has been included as a strong factor in Canadian national policy since 1971. About a quarter of a million immigrants and refugees are welcomed to the country each year, with the vast majority coming from eastern and southern Asia (Levin, 2008).
In midst of such progression, education and learning has remained the most imperative component that enabled societies to ensure their development, and facilitated societies to interact with one another. In specific, during the last few decades, globalization has resulted in extraordinary developments in different parts of the globe, and the world is turning into a global village and for some, it has already become a global village.
Diann Musial Introduction Language, whether verbal or non-verbal is a major component of communication for individuals, businesses and nations. A study conducted by Rodriguez-Martis (2010 p12) showed that on a ship, language is the most important asset of the members of the crew.
A specific strategic configuration that is incorporated by the teacher is usually a component of the “teaching style” of this teacher. With the teaching style providing a means through which the teacher can cope with various teaching routine demands, this trend is also perceived to be dangerous in hindering the professional growth of the teacher.
To be an effective pedagogue, the teacher needs to be able to select appropriate teaching techniques in order to facilitate learning. These choices will be determined by a range of factors such as his or her previous experience and training, as well as the particular contexts in which they work.
higher-level thinking processes. This awareness is important, especially to help students be motivated in learning, particularly in the Junior High School level. At this age range, students are a lot more distracted by other areas in their lives aside from school.
THE SKILLS COVERED WILL RANGE FROM LISTENING TO SPEAKING, AND FROM READING TO WRITING IN A NINETY-MINUTE SESSION.
The field of second language (L2) teaching is naturally full of challenges, not only for learners, who would have several language-acquisition difficulties not present in most L1 learners - eradicating accents, formulating English-sounding sentences, poverty of vocabulary - but also for the teacher, who must find ways and means to expose learners to a variety of real-life materials, contexts and challenges which will sufficiently enable learners to operate in those contexts, while transmitting and promoting correct usage and ease with the language (Allwright, 1990).
earning is encouraged in many countries especially in non-native English speaking countries, in order to improve communication skills and to exploit the global employment potentials. Globalization and Liberalization policies implemented by majority of the countries have
He said he had had a visit from a parent the day before and that this parent had asked him to talk more while he diagrammed, because he child needed words to learn. So he simply explained as he went and then asked
The matters of mother tongue influence and its avoiding while learning English of what and how to teach are one of the most discussed ones, both from the students’ and the teachers’ sides. English learning is a wide field of research, especially because of there are several variants of English, and each is considered to be right by its speakers.
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