Background experiences, conceptions of the discipline and reflections on practice: A study of inservice science teachers

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dc.contributor.authorGeorge, June M.
dc.date.accessioned2024-02-09T14:55:15Z
dc.date.available2024-02-09T14:55:15Z
dc.date.issued1992
dc.descriptionBiennial Cross-Campus Conference on Education, 2nd, St. Augustine, Trinidad, 22-24 April, 1992
dc.description.abstractThis paper attempts to explore the technique of reflective practice and its potential as a tool for enhancing the capabilities of teachers working in a developing country context. It reports on a preliminary study involving eight secondary school science teachers—five females, three male—enrolled in the In-service Diploma in Education programme in the Faculty of Education of the University of the West Indies (UWI), St. Augustine in the 1991-1992 academic year. Data on the teacher’s reflections were obtained from their journal accounts, interview transcripts and supervision sessions. The data were analyzed with respect to the unit of analysis used by the teachers in the reflections, the form of reflection produced, and the level of reflectivity engaged in. The analysis showed that the exercise resulted in some benefits for the teachers, who were not only pleased with their efforts, but who also began to make deeper sense of their particular teaching situation.
dc.description.sponsorshipThe University of the West Indies, Faculty of Education
dc.identifier.otherCERIS - 280/204/UWI(2):06
dc.identifier.urihttps://hdl.handle.net/2139/56514
dc.language.isoen_US
dc.subjectreflective practice
dc.titleBackground experiences, conceptions of the discipline and reflections on practice: A study of inservice science teachers
dc.typeOther

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