Reflections of science teachers in an in-service teacher education programme
Date
2005
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
School of Education, UWI, St. Augustine
Abstract
This instrumental case study was conducted to determine the nature and levels of science teachers' reflections during a year-long inservice postgraduate Diploma in Education programme. Four science teachers comprised the case. The data were analysed inductively through a process of open coding and categorizing to determine patterns and themes. Van Manen's (1977) framework was used to determine the levels of reflections. The following themes emerged: "Confronting fears/limitations/ insecurities;" "Students take centre stage;" Trying something new;" and "Breaking down barriers." The four teachers reflected at all levels--technical, practical, and emancipatory. However, only two teachers reflected at the emancipatory level. These findings have implications for the manner in which we, as science teacher educators, facilitate the development of the reflective habit
Description
Table of Contents
Keywords
Reflection, Diploma in Education Programme, UWI, St. Augustine, Science teachers, Inservice teacher education, Trinidad and Tobago
Citation
Rampersad, J., and Herbert, S. M. (2005). Reflections of science teachers in an in-service teacher education programme. Caribbean Curriculum, 12, 1-23