University of Cambridge > Talks.cam > Faculty of Education Research Students' Association (FERSA) Lunchtime Seminars 2014-2015 > APPLYING REFLECTIVE PRACTICE TO & WITH SECONDARY SCHOOL STUDENTS: HOW IT AFFECTS A STUDENT-TEACHER'S PROFESSIONAL DEVELOPMENT

APPLYING REFLECTIVE PRACTICE TO & WITH SECONDARY SCHOOL STUDENTS: HOW IT AFFECTS A STUDENT-TEACHER'S PROFESSIONAL DEVELOPMENT

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The use of reflective writing to enhance pre-service teachers’ professional development of has been carried out in teacher preparatory programs. However, such assignments were carried out by the pre-service teachers themselves and not by the students who were in their classrooms. This study was the first of its kind to be carried out in Brunei. In this study, a student teacher (me) reading the degree of Master of Teaching used a three – cycle action research reflection – on – action methodology to determine whether reflection written by secondary school students on her lessons during the course of professional practicum have an effect on her professional development. At the end of the study, I found that secondary school students’ reflections on my lessons did have an effect on my professional development, whereby I was able to empathize with the students on their situations, particularly in getting out of my comfort zone and talking with a slower speed and slow enunciation, and I was also able to form a relationship with the students within a short period of time. This study showed how student reflection can affect teachers’ professional development, and this is especially important to novice teachers wanting to improve their teaching.

This talk is part of the Faculty of Education Research Students' Association (FERSA) Lunchtime Seminars 2014-2015 series.

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