Developing observation and reflective skills through teaching practice
Article Sidebar
Main Article Content
Abstract
This case study explores the effects of addressing observations and reflective skills of 12-student teachers during their teaching practices for infant education in Guadalajara, Spain. The participants had been studying the basics of CLIL methodology and reflexive-teaching during a four-month learning period. Then, they participated in a six-hour workshop in which they were required to observe, participate in, and reflect on the teacher and each other's on a four-minute teaching practice to assess their presentations following the given guidelines. The results show that students could demonstrate they are on the path of making effective observations and reflections on an observed practice.
Keywords: Reflective skills, Spain, effective observations, practice, workshop.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).