IN-PERSON: Learning. Life. Work

Abstract

Reflection is one of the key aspects of teacher training programs that has long been recognized as an important and valuable cognitive process, and it continually resurfaces in conceptualizing the practice setting. Many teacher education programs have incorporated views of reflection into their course structures, but the effectiveness and forms of adoption may well be limited by the largely traditional nature of the programs to begin with. Hence, reflection may too often be a subject that has been created rather than a subject to be created by the learners. This paper was designed to investigate the views of student teachers on practical training of reflective practice in their teaching practice and also address how reflection enhance their teaching skills. A Qualitative research was conducted for this purpose. The paper attempts to establish that through reflective practice training teachers were enhance their teaching skills in an effective way and develop their professional development.