La Reflexion comme outil d'amelioration de la praxis des futurs professeurs : stage de formation professionnelle initiate des enseignants
Article Sidebar
Published:
Feb 18, 2021
Keywords:
reflection-in-action, reflection-on-action, student and teachers, teacher assistant practicum stage, reflecting teaching
Main Article Content
Abstract
This paper presents the results of a study undertaken at the foreign language program from the University of Pamplona in which the researcher analyzed the importance of reflection and reflecting teaching during one of the phases of the practicum process. Providing a reflecting process can improve teachers' development, knowledge and skills since it allows them to understand the complexity process of learning how to teach and teaching a foreign language.
The findings suggest that reflecting upon what was done in the courses and ameliorating teaching practices are a major concern among student teachers. The findings also indicate that the reflecting process had a positive impact on student teachers since it permitted them to be conscious of implications of teaching a foreign language, as well as the need to master affective and professional skills related to the foreign language teaching and learning process.
The findings suggest that reflecting upon what was done in the courses and ameliorating teaching practices are a major concern among student teachers. The findings also indicate that the reflecting process had a positive impact on student teachers since it permitted them to be conscious of implications of teaching a foreign language, as well as the need to master affective and professional skills related to the foreign language teaching and learning process.
Article Details
How to Cite
Rodriguez Ruedas, S. A. (2021). La Reflexion comme outil d’amelioration de la praxis des futurs professeurs : stage de formation professionnelle initiate des enseignants. Shimmering Words: Research and Pedagogy E-Journal, 10, 6-19. Retrieved from http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2101
Issue
Section
Artículos-10
References
Bichindaritz, I. (1995). Case-Based Reasoning adaptive to several cognitive tasks. In:
Aamodt, A., Veloso, M.M. (eds.) ICCBR 1995. LNCS, vol.1010, pp 391-4 0 0 . Springer, heidelberg.
Bouissou, C. & Brau-Antony, S. (2005). Reflexivite et pratiques de formation: Regards critiques. Carrefours de !'education, 20(2), 113-122. doi:I0.3917/cdle.020.0113
Conway, P. F. (2001). Anticipatory reflection while learning to teach: from a temporarilly truncated to a temporarily distributed model of reflection in teacher education. Teaching and Teacher Education 17:89-106.
Creswell J. W. (2008). Educational Research: Planning, Conducting, and Quantitative and Qualitative Research, 3rd edition. Upper Saddle Pearson Education Evaluating River, NJ:
Creswell, J.W. (2013). Qualitative Inquiry & Research Design. Choosing Among Five Approaches, 3e ed., Thousand Oaks, Sage Publications.
Cimer, A. (2007). Effective Teaching in Science: A Review of Literature. Journal of Turkish Science Education, 4, 1: 20-44, Available at http://www.tused. org/internet/tused/defaultl3.asp
Cimer, A., Cimer, S. 0 ., & Vekli, G. S. (2013). How does Reflection Help Teachers to Become Effective Teachers?. International J. Educational Research, 1(4), 133-149
Day, C. (2001). Professional development and reflective practice: purposes, processes and partnerships. The Course named "Understanding and Developing Reflective Practice" readings. School of Education, University of Nottingham, Nottingham.
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: D.C. Health and Co publishers.
Dinkelman, T. (2000). An inquiry into the development if critical reflection in secondary student teachers. Teaching and Teacher Education 16: 195-222.
Freese, A. R. (2006). Reframing one's teaching: Discovering our teacher selves through reflection and inquiry, Teaching and Teacher Education 22:100- 119.
Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research 33: 539 - 555.
McNamara, C. (1999). General Guidelines for Conducting Interviews, Minnesota. p 132-198.
Odaba§i-Cimer, S. & Cimer, A. (2012). Issues around Incorporating Reflection in Teacher Education in Turkey, Turk Fen Egitim Dergisi 9 (1): 17-30
Taylor-Powell, E, & Renner, M. (2003). Analyzing qualitative data. University ofWisconsin - Extension, Program Development and Evaluation Retrieved from website: http://learningstore.uwex.edu/assets/pdfs/g3658-l 2.pdf
Sanal, E. (2006). Developing reflective teachers: A study on perception andimprovement of reflection in pre-service teacher education, Unpublished, AThesis Submitted to The Graduate School of Social Sciences of Middle EastTechnical University
Schon, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. London, Jossey-Bass Publishers
Schon D. A. (1994). Le praticien refexif. A la recherche du savoir cache clans l'agir professionnel. Montreal : Editions Logiques.
Schon D.A. (1996). Le tournant refexif. Montreal : Editions Logiques.
Singh, V. & Dickson, J. (2010). Ethnographic Approaches to the Study of Organizations In: David Partington (Eds.), Essential Skills for Management
Research. (pp. 117-135) Thousand Oaks, Sage Publications. Yates, G.C.R. (2005). "How Obvious": Personal reflections on the database ofeducational psychology and effective teaching research. Educational Psychology, 25, 6: 681-700.
Aamodt, A., Veloso, M.M. (eds.) ICCBR 1995. LNCS, vol.1010, pp 391-4 0 0 . Springer, heidelberg.
Bouissou, C. & Brau-Antony, S. (2005). Reflexivite et pratiques de formation: Regards critiques. Carrefours de !'education, 20(2), 113-122. doi:I0.3917/cdle.020.0113
Conway, P. F. (2001). Anticipatory reflection while learning to teach: from a temporarilly truncated to a temporarily distributed model of reflection in teacher education. Teaching and Teacher Education 17:89-106.
Creswell J. W. (2008). Educational Research: Planning, Conducting, and Quantitative and Qualitative Research, 3rd edition. Upper Saddle Pearson Education Evaluating River, NJ:
Creswell, J.W. (2013). Qualitative Inquiry & Research Design. Choosing Among Five Approaches, 3e ed., Thousand Oaks, Sage Publications.
Cimer, A. (2007). Effective Teaching in Science: A Review of Literature. Journal of Turkish Science Education, 4, 1: 20-44, Available at http://www.tused. org/internet/tused/defaultl3.asp
Cimer, A., Cimer, S. 0 ., & Vekli, G. S. (2013). How does Reflection Help Teachers to Become Effective Teachers?. International J. Educational Research, 1(4), 133-149
Day, C. (2001). Professional development and reflective practice: purposes, processes and partnerships. The Course named "Understanding and Developing Reflective Practice" readings. School of Education, University of Nottingham, Nottingham.
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: D.C. Health and Co publishers.
Dinkelman, T. (2000). An inquiry into the development if critical reflection in secondary student teachers. Teaching and Teacher Education 16: 195-222.
Freese, A. R. (2006). Reframing one's teaching: Discovering our teacher selves through reflection and inquiry, Teaching and Teacher Education 22:100- 119.
Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research 33: 539 - 555.
McNamara, C. (1999). General Guidelines for Conducting Interviews, Minnesota. p 132-198.
Odaba§i-Cimer, S. & Cimer, A. (2012). Issues around Incorporating Reflection in Teacher Education in Turkey, Turk Fen Egitim Dergisi 9 (1): 17-30
Taylor-Powell, E, & Renner, M. (2003). Analyzing qualitative data. University ofWisconsin - Extension, Program Development and Evaluation Retrieved from website: http://learningstore.uwex.edu/assets/pdfs/g3658-l 2.pdf
Sanal, E. (2006). Developing reflective teachers: A study on perception andimprovement of reflection in pre-service teacher education, Unpublished, AThesis Submitted to The Graduate School of Social Sciences of Middle EastTechnical University
Schon, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. London, Jossey-Bass Publishers
Schon D. A. (1994). Le praticien refexif. A la recherche du savoir cache clans l'agir professionnel. Montreal : Editions Logiques.
Schon D.A. (1996). Le tournant refexif. Montreal : Editions Logiques.
Singh, V. & Dickson, J. (2010). Ethnographic Approaches to the Study of Organizations In: David Partington (Eds.), Essential Skills for Management
Research. (pp. 117-135) Thousand Oaks, Sage Publications. Yates, G.C.R. (2005). "How Obvious": Personal reflections on the database ofeducational psychology and effective teaching research. Educational Psychology, 25, 6: 681-700.