Teaching Critical Reflection to Graduate Students

Watson, Gavan P. L.; Kenny, Natasha

doi:10.22329/celt.v7i1.3966

Cited by 12 publications

(7 citation statements)

References 8 publications

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“…These are competencies which Liu (2015) pointed out as important in analysing and adapting the teaching and learning environment for learners. The pre-service teachers critically reflected on the manner in which they were taught and like what Watson and Kenny (2014) indicated, it is hoped that this improved their pedagogical knowledge and skills for their future classrooms.…”

Section: Discussionmentioning

confidence: 84%

Pre-Service Teachers’ Critical Reflection on the Knowledge and Skills Learned in Life Sciences Methodology Module

Mavuru¹

2021

Education and New Developments 2021

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The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.

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Section: Discussionmentioning

confidence: 84%

Pre-Service Teachers’ Critical Reflection on the Knowledge and Skills Learned in Life Sciences Methodology Module

Mavuru¹

2021

Education and New Developments 2021

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“…Critical reflection is considered essential in Higher and adult education both for students and teachers alike (Lundgren & Poell, 2016;Liu, 2015;Smith, 2011;Brookfield, 2017;Lucas & Tan, 2013;Watson & Kenny, 2014;Ryan & Ryan, 2013).…”

Section: Discussionmentioning

confidence: 99%

Teaching in Higher Education: Theories, Realities and Future Controversies

Toka¹,

Gioti

2021

JETS

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The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

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“…Research suggests that critical reflection exercises must be intentionally designed to target specific learning objectives for meaningful learning to occur (Ash & Clayton, 2009;Watson & Kenny, 2014;Hatcher & Bringle, 1997;Hatcher et al, 2004). Because critical reflection is often a foreign practice for students, faculty guidance is crucial in helping students make connections between experience and course content (Ash & Clayton, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%