[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-594382-en":3,"detail-sidebar-cat-0-en-105":31,"doc-seo-594382-105":81},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},594382,2336478940917,"Aldword","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",8,"Research & Report","Facilitating the Teaching-learning Process Through the Reflective Engagement of Pre-service Teachers","Repeated use of reflection during teacher preparation helps encourage growth and improve pedagogical knowledge, teaching performance, and professional development among pre-service teachers. This study examines how these teachers engage in reflection through a structured classroom activity and how reflective engagement strengthens application of the teaching-learning process in classroom practice. It identifies ways teachers reflect, determines their levels of reflective engagement, analyzes discoveries about teaching through reflection, and evaluates how reflection affects pedagogical ability.","Australian Journal of Teacher Education  \nFacilitating the Teaching-learning Process Through the Reflective Engagement of Pre-service Teachers  \nGloria Jean Rodman  \nTexas A&M University San Antonio  \nAbstract: The repeated use of reflection throughout their teacher  \npreparation experience can be useful in encouraging growth and  \nimproving pedagogical knowledge, teaching performance and  \nprofessional development among pre-service teachers . This study  \nlooks at how the reflective engagement of these teachers in a  \nstructured classroom activity reinforces the application of the  \nteaching-learning process in the classroom and enables them to  \nconstruct meaning from that application. It seeks to identify ways in  \nwhich the teachers engage in reflection; determine their levels of  \nreflective engagement; examine what they discover about teaching  \nthrough reflection; and establish how this reflection affects their  \npedagogical ability.  \nIntroduction  \nExperience in the classroom can reinforce the concept that self-reflection enables pre-service teachers to construct meaning from their work in it (Costa & Kallick, 2000) . It has been the practice in a teacher preparation program at a developing state university for teacher candidates to be given the opportunity to collaborate with professionals in the classroom and to develop their ability to engage in reflective practice. This reflective experience occurs in collaboration with the university professor, classmates, mentor teacher and/or university partner and seeks to enrich the impact of the reconstruction, reorganization and application of theory to classroom practice.  \nReflective engagement helps pre-service teachers to actively consider andreconsider beliefs and practices that allow them to move toward metacognition in teaching (Moon, 2004) so as to improve their ability to monitor the decisions about what and how they teach. It is a major responsibility of teacher education to facilitate a reflective, selfmonitoring practice and to promote such a practice as a critical and active habit that improves the pre-service teachers’pedagogical ability. This study sought to discover how pre-service teachers’ reflections focused on actions they took while in the classroom and how the application of the teaching-learning process in the classroom enabled them construct meaning from that application.  \nThis study looks at how the reflective engagement of pre-service teachers reinforces the application of the teaching-learning process in the classroom and enables them to construct meaning from that application. Use of a structural classroom activity enabled pre-service teachers to engage in that reflection.  \nVol 35, 2, March 2010 20  \nAustralian Journal of Teacher Education  \nThe purpose of the study was to (a), illuminate ways in which pre-service teachers engage in reflection ; (b), discover the level of reflective engagement of the pre-service teachers; (c), examine what pre-service teachers discovered about teaching through their reflection; and (d), understand how the reflection undertaken by pre-service teachers influenced their pedagogical ability.  \nLiterature review  \nThe importance of teacher candidates being able to develop their ability to engage in reflective practice has been supported by many theorists and practitioners in teacher education (Boud, Keogh, & Walker, 1985; Schon, 1996; Kettle & Sellers, 1996; Ellsworth, 2002) . From a theoretical framework that was drawn from the works of Dewey (1910, 1933) and Schon (1983), the use of reflective practice encourages pre-service teachers to think critically about their practice (Pedro, 2005) . Specifically, reflective practice helps them to develop their ability to examine their own concepts, theories and beliefs about teaching and subject matter (Posner, 2005) . As Dewey (1933) argued, learning from experience is enriched by the reflecting on experience. Schon (1983) further developed reflection by defining two disti","cbCaisbYzfbz36uD","https://ap.wps.com/l/cbCaisbYzfbz36uD","pdf",281465,4,1,15,"English","en",105,"# Abstract\n# Introduction\n# Purpose of the Study\n# Literature Review","[{\"question\":\"How does reflective engagement support pre-service teachers in the classroom?\",\"answer\":\"Reflective engagement helps pre-service teachers actively consider beliefs and practices, enabling metacognition and improving their ability to monitor teaching decisions about what and how they teach.\"},{\"question\":\"What does the structured classroom activity contribute to the study?\",\"answer\":\"The study uses a structural classroom activity to enable pre-service teachers to engage in reflection and to reinforce applying the teaching-learning process in classroom practice.\"},{\"question\":\"What research aims does the study pursue?\",\"answer\":\"The study aims to identify ways pre-service teachers engage in reflection, determine their 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