<i>Jane's Rap</i>
            : Guided Reflection as a Pathway to Self as Sacred Space

Johns, Christopher; Marlin, Colleen

doi:10.1002/9781444324969.ch13

Guided Reflection 2010

DOI: 10.1002/9781444324969.ch13

|View full text |Cite

Jane's Rap : Guided Reflection as a Pathway to Self as Sacred Space

Christopher Johns

Colleen Marlin

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2014

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Meanwhile, the method of suggesting reflection for PSTs has been quite varied, such as individual reflection through writing reflective journals; creating an artefact such as collage (McDermott, 2002); and PST's reflection facilitated by a mentor, or social reflection which is done by peers in a group. However, the most common one used generally by teacher educators is the structured and guided questions to facilitate the students' reflection (e.g., Johns & Marlin, 2010;Nolan, 2008).…”

mentioning

confidence: 99%

Voices of Pre-Service English Teachers: Reflecting Motivations During Practicum Learning

Kuswandono

2014

TEFLIN

View full text Add to dashboard Cite

After Dewey (1933) and Schön (1983, 1987), education scholars began to look further at the concepts of reflection for learning. Following these concepts, there have been plenty of studies on reflection, particularly those discussing teachers' classroom experiences and their endeavour to de-velop professional skills. However, educational practitioners in Indonesia (as in the rest of the world) often criticise preservice teachers' (PSTs) lack of content knowledge, which they claim should be 'prioritised' during a teacher education course. Such pressing situations may have made it difficult to model or experience reflective practice. Against these odds, this research pa-per addresses issues related to the identity and professional development of thirteen English PSTs during their campus and school-based practicum in an Indonesian university. This study collected empirical data through PSTs' re-flective journals, questionnaires, individual interviews, focus group discus-sion, and autobiography. The study examines problems encountered by PSTs, namely their motivations to become teachers. This study signifies that teacher education needs to provide more reflective dialogues to shape PSTs’ identity and professionalism.

show abstract

mentioning

confidence: 99%

Voices of Pre-Service English Teachers: Reflecting Motivations During Practicum Learning

Kuswandono

2014

TEFLIN

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Jane's Rap : Guided Reflection as a Pathway to Self as Sacred Space

Cited by 1 publication

References 0 publications

Voices of Pre-Service English Teachers: Reflecting Motivations During Practicum Learning

Voices of Pre-Service English Teachers: Reflecting Motivations During Practicum Learning

Contact Info

Product

Resources

About