Reflective Teaching Practice among Student Teachers: The Case in a Tertiary Institution in Nigeria
Reflective Teaching Practice among Student Teachers: The Case in a Tertiary Institution in Nigeria
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实习教师的反思性教学实践：尼日利亚一所高等教育机构的案例
DOI：
10.14221/ajte.2006v31n2.2
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
M. Badmus
中科院分区：
文献类型：
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作者：
B. O. Ogonor;M. Badmus
本研究考察了尼日利亚一所大学教育学院在2002 / 2003年教学实践中对见习教师实施反思性教学的改革效果。这项研究的样本包括384名即将毕业和即将毕业的学生。提出了六个研究问题来指导研究的重点。使用了四套仪器。这些调查都是开放式的，旨在了解实习学生教师在教学实践中的活动和伙伴学校教师的支持情况，教师和导师对实习学生教师表现的看法，以及学员在实习过程中遇到的挑战。本研究结果显示，实习教师在实践反思性教学时心情愉悦，有专业成长的机会。然而，他们表示，合作学校的老师不能在实践期间为他们提供具体的专业支持。教师对实习期间学员活动的观感是，实习教师在教学法应用方面的问题多于学科知识方面的问题，而导师对学员总体表现的评价很高。实习教师列举了他们在教学实习期间必须有效发挥的制约因素，如时间压力大，学校当局无法提供所需的基本材料，以及合作学校的工作人员没有发挥指导作用。
The study examined the reform outcome of reflective teaching introduced by the Faculty of Education among the student teachers in a Nigerian University during the 2002\2003 teaching practice exercise. Three hundred and four students who were in the final and penultimate years of graduation comprised the sample for the study. Six research questions were raised to direct the thrust of the study. Four sets of instruments were used. They were all open ended, targeted at eliciting information on student teachers’ activities and support by teachers of partnership schools during the teaching practice, perception of student teachers’ performance by Faculty and mentor teachers, as well as the challenges encountered by trainees during the exercise. The findings from this study indicated that student teachers were elated and had opportunity for professional growth as they practiced reflective teaching. However, they stated that teachers of partnership schools could not provide specific professional support to them during the practice period. Faculty’s perception of trainees’ activities during the practice period was that student teachers had more problems with the application of pedagogy than knowledge of subject matter while mentor teachers rated students’ general performance as very high. Student teachers enumerated the constraints they had to perform effectively during the teaching practicum, as intense pressure for time, inability of school authorities to provide required basic materials and non performance of the role of mentoring by staff of partnership schools.