Tensions of Embedding Reflective Teaching Practices in Teacher Education in Eritrea: A Self-Study on Facilitation Experiences

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studying Teacher Education Pub Date : 2023-04-12 DOI:10.1080/17425964.2023.2202012

K. Idris

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引用次数: 0

Abstract

ABSTRACT This article is a self-study of intentional practices embedded in reflective teaching in a teacher education program in Eritrea. The educator-researcher (author) was concerned with engaging learner-teachers in interactive teaching practices in general and reflective learning practices in particular. By employing self-study methods and tools, the study examines proactive practices and processes in a postgraduate teacher education course. The author implemented facilitation approaches of collaborative reflections, supporting reflective inquiry on learning practices, explicit modelling, and consistent feedback. Framed within the conceptual notion of the tension of practices, the study explores the author’s facilitation experiences during a 16-week or semester-long course. The findings revealed tensions in attending to and improving learner-teachers’ educational needs, synchronizing verbal and written reflective competencies, and language issues in learning to be more thoughtful. The self-study provides practical perspectives on how teacher educators may learn to approach their work while supporting reflective practices in challenging teacher education contexts and beyond.

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在厄立特里亚教师教育中嵌入反思性教学实践的张力:一个关于促进经验的自我研究

本文是对厄立特里亚教师教育项目中嵌入反思性教学的有意实践的自我研究。教育研究者(作者)关注的是让学习者和教师共同参与互动教学实践，特别是反思性学习实践。通过采用自学方法和工具，本研究考察了研究生教师教育课程的主动实践和过程。作者实施了协作反思的促进方法，支持对学习实践的反思性探究，明确的建模和一致的反馈。在实践张力的概念框架内，本研究探讨了作者在16周或长达一个学期的课程中的促进经验。研究结果揭示了在满足和提高学习者-教师的教育需求、同步口头和书面反思能力以及在学习中更加深思熟虑的语言问题方面的紧张关系。自学为教师教育工作者如何学习如何处理他们的工作提供了实用的视角，同时支持在具有挑战性的教师教育环境中进行反思性实践。

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来源期刊

Studying Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

43.80%

发文量

期刊介绍： Studying Teacher Education invites submissions from authors who have a strong interest in improving the quality of teaching generally and of teacher education in particular. The central purpose of the journal is to disseminate high-quality research and dialogue in self-study of teacher education practices. Thus the journal is primarily a forum for teacher educators who work in contexts and programs of teacher education.