LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13 : 1 January 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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M. S. Thirumalai
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Suggesting & Implementing a Reflective Model of Teacher Education

Looloo Mohammed Alraimi, M.Ed.

Abstract

This research study suggests (and tries to implement) a reflective model of teacher education that may repair the teaching-practice experiences at Najran University and foster a deeper understanding of teaching-learning practices than has so far been planned to. Underlying this exercise was the firm belief that:

Teacher growth is less a question of polishing existing teaching skills or of keeping up with the latest teaching developments and more a function of a teacher’s changing as a person – of seeing himself or herself, the school, the curriculum and the students differently. (Bamber 1987: 125)

The study aims to open a new dimension in Teacher Education that enables the teacher- trainees to evaluate/observe one another’s teaching, think critically, make corrective actions, decisions for planning, do self-inquiry and collaborative-exploration about the presented teaching. Consequently, they would be directed to professional development and growth of the teaching processes.

Statement of the Problem

It is the convention at the college of Sciences and Arts/ Najran University that the teacher-trainees, after having a few courses and some theories that prepare them for teaching, go right away to schools to practise teaching without having the chance –an experience- at the college (a peer/micro teaching) to carry out and rehearse what they have learnt and hence they would attempt a critical thinking on their performances before exposing themselves to actual teaching situations. Students need to get trained on the language and the skills they have acquired; to reflect on their teaching performance where they may attempt dialogic exchange, rational discussion, critical thinking, self-inquiry, and exchange one another’s perspectives. This way, they may get deep understanding of the teaching processes and consequently get led to professional development.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Looloo Mohammed Alraimi, M.Ed.
Najran University
P.O. Box: 1988
Najran 22461
K.S.A.
Looloo922@hotmail.com
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