Developing Professionalism through Reflective Practice among Pre-Service Teachers at the National University of Lesotho

This article is based on a study which aimed to explore the use of reflective practices to develop professionalism among pre-service teachers at the National University of Lesotho. The study sought to contribute to the local and international debate on best practice in encouraging and scaffolding co...

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Bibliographic Details
Published in:Africa education review 2019-05, Vol.16 (3), p.117-129
Main Author: Tlali, Tebello
Format: Article
Language:English
Subjects:
Best practice
Best Practices
Centric Reflection Model
College Students
Constructivism
Constructivism (Learning)
Foreign Countries
Mentors
Misconduct
Preservice Teacher Education
Preservice Teachers
Preservice training
Professionalism
Reflective practice
Reflective practices
Reflective Teaching
Scaffolding (Teaching Technique)
Self Evaluation (Individuals)
Student Attitudes
Student Evaluation
Supervision
Teacher development
Teacher education
Teacher Effectiveness
Teacher Improvement
Teachers
Teaching
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Summary:This article is based on a study which aimed to explore the use of reflective practices to develop professionalism among pre-service teachers at the National University of Lesotho. The study sought to contribute to the local and international debate on best practice in encouraging and scaffolding constructivism through reflective practice among teachers. Forty final year pre-service teachers participated in the study and were interviewed individually and in groups. They shared their conceptions and views about how they plan to engender professional growth in their own teaching. By engaging in this exercise, this group of future teachers was empowered to develop into reflective professionals. The findings are discussed against the Centric Reflection Model which posits the different stages and dimensions of the reflective exercise. The author argues that reinforcing reflective dispositions could promote professional growth, and decrease misconduct and lack of professionalism associated with some teachers in Lesotho.
ISSN:1814-6627
1753-5921
DOI:10.1080/18146627.2017.1390396