| Autor: |
Casale, Carolyn, Lawson, Cody |
| Předmět: |
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| Zdroj: |
National Social Science Journal; 2017, Vol. 47 Issue 2, p22-31, 10p, 1 Diagram, 1 Chart |
| Abstrakt: |
Teacher quality is connected to strong pre-service education courses that diversify pedagogical strategies. Reflective practice is a teaching strategy that may serve as a means for social science teachers, particularly in low resource, hard to reach, rural areas to enhance their professional skills. This research contributes to understanding the role reflective practice plays in developing social science teachers. The intention is to create reflective practitioners who adapt their teaching strategies to meet the needs of their students and contextual environments. At Delta State University in Mississippi, reflective practice is embedded throughout the teacher education program. An assignment, entitled the focus observation, from a required junior level education course, has pre-service teachers reflect on how student characteristics influence teaching strategies and classroom management techniques. This research looks at the level of reflection in the focus observation for social science secondary teacher candidates over five semesters. The main research questions are how do reflective practices promote social science teacher candidate development and how are teacher candidates facing the challenges of connecting student diversity to teaching strategies and classroom management techniques? This research contributes to the field of constructive social science teaching strategies and understanding the role reflective practice plays in developing teachers. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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