Welcome to the InfoSci Platform
Reference Hub1
Reflective Teaching Methodology in Pre-Service Education: Theory and Practice

Reflective Teaching Methodology in Pre-Service Education: Theory and Practice

Kholood Moustafa Alakawi
Copyright: © 2018 |Pages: 24
ISBN13: 9781522529637|ISBN10: 1522529632|EISBN13: 9781522529644
DOI: 10.4018/978-1-5225-2963-7.ch001
Cite Chapter Cite Chapter

MLA

Alakawi, Kholood Moustafa. "Reflective Teaching Methodology in Pre-Service Education: Theory and Practice." Fostering Reflective Teaching Practice in Pre-Service Education, edited by Zineb Djoub, IGI Global, 2018, pp. 1-24. https://doi.org/10.4018/978-1-5225-2963-7.ch001

APA

Alakawi, K. M. (2018). Reflective Teaching Methodology in Pre-Service Education: Theory and Practice. In Z. Djoub (Ed.), Fostering Reflective Teaching Practice in Pre-Service Education (pp. 1-24). IGI Global. https://doi.org/10.4018/978-1-5225-2963-7.ch001

Chicago

Alakawi, Kholood Moustafa. "Reflective Teaching Methodology in Pre-Service Education: Theory and Practice." In Fostering Reflective Teaching Practice in Pre-Service Education, edited by Zineb Djoub, 1-24. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2963-7.ch001

Export Reference

Mendeley
Favorite

Abstract

The aim of the present chapter is to gain a deep understanding of how to teach and consequently improve new practices. As teaching becomes a lifelong learning process, teachers' inability to improve their teaching practices is considered an evidence of their incompetence. This vicious circle should be broken. The present chapter solves this problem relying on the reflective teaching methodology highlighting its importance, levels, and models of reflection ending with their pedagogical implications. Moreover, it suggests practical reflective teaching instruments to help student teachers enrolled in educational programs to detect their own teaching performances' strengths and weaknesses. In addition, it sketches carefully a Reflective Training Guide with its specific detailed hierarchical structures that can be adopted by TEFL professors in the pre- service Education Programs. Thus, teaching is not practiced haphazardly but practiced cautiously in an artistic way. The present chapter is an exploration in the field of reflective teaching methodology in pre-service education programs.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.