The workshop and study committee plan of organization is a first step in the improvement of school and classroom programs of education and, therefore, a valuable technique of in-service teacher education. It should be considered as a continuous, on-going effort which wil keep educational programs up-to-date, and which will become increasingly effective as each year's new progress becomes a culmination of the progress of all previous years.have a number of advantages over other types of evaluation which might be made. Some of these include:1. The entire staff of the school can be involved in active participation. 2. The program can provide the vehicle and the motivation for a comprehensive in-service growth program.3. It fosters careful and systematic study of the several facets of a school program.4. It involves the staff in a directed program of professional activity. 5. It encourages co-operative thinking and the pooling of judgments on matters concerned with school improvement.6. It stimulates members of different departments to study and understand the problems of departments other than their own. 7. It permits involving non-professional as well as professional staff members. The involvement of board of education members and lay citizens can have valuable public relations outcomes. 8. Costs of a self-evaluation program are very modest when compared with the returns which can be derived.
This article focuses on preservice teachers' critical reflections on after-school, one-on-one tutoring of learners. We discuss the conceptualisation of two modules in which the tutoring is located. Reflective dialogue is used to capture preservice teachers' tutoring experiences and perceptions. A critical theory lens is used to analyse preservice teachers' reflections to distinguish between reflection that remains at a descriptive level and that involving more criticality and consideration of social change. We argue that the afterschool tutoring approach creates opportunities for preservice teachers to reflect on the practice of tutoring and creates opportunities for advancing their critical reflection on social change as pedagogy. Our analysis shows opportunities to critically reflect on key elements of pedagogy that arose within the tutoring experience, but preservice teachers needed support in challenging assumptions they have of learners, and what it means to engage them explicitly.
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