Reflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachers

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dc.contributor.authorFrick, Liezelen_ZA
dc.contributor.authorCarl, Arenden_ZA
dc.contributor.authorBeets, Peteren_ZA
dc.date.accessioned2022-02-24T09:11:26Z
dc.date.available2022-02-24T09:11:26Z
dc.date.issued2010
dc.descriptionCITATION: Frick, L., Carl, A. & Beets, P. 2010. Reflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30(3):421-437, doi:10.15700/saje.v30n3a363.
dc.descriptionThe original publication is available at http://www.sajournalofeducation.co.za
dc.description.abstractEstablishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through mentoring programmes can facilitate the inevitable transitions that students have to make to the professional sector. Through a narrative analysis, we report on the insights of a selected group of Postgraduate Certificate in Education (PGCE) students participating in the initial development phase of a mentoring system during their practice teaching in schools guiding them to reflect critically on their learning and practice. The data suggest that mentoring can act as a catalyst to enhance reflection. The development of reflection as praxis can assist in bridging the gap between theory and practice.en_ZA
dc.description.versionPublisher's version
dc.format.extent18 pagesen_ZA
dc.identifier.citationFrick, L., Carl, A. & Beets, P. 2010. Reflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30(3):421-437, doi:10.15700/saje.v30n3a363.
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherdoi:10.15700/saje.v30n3a363
dc.identifier.urihttp://hdl.handle.net/10019.1/124303
dc.language.isoen_ZAen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.rights.holderAuthors retain copyright
dc.subjectTeachers -- Training ofen_ZA
dc.subjectTeachers -- In-service trainingen_ZA
dc.subjectUniversities and collegesen_ZA
dc.subjectSelf-knowledge, Theory ofen_ZA
dc.subjectLearning, Psychology ofen_ZA
dc.subjectReflection (Theory of knowledge)en_ZA
dc.titleReflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachersen_ZA
dc.typeArticleen_ZA
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