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Results indicate improvements in student teachers’ reflective teaching and thinking, including broader knowledge, stronger self-knowledge and awareness, a questioning disposition, and applying reflection beyond the classroom.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-impact-of-a-course-in-reflective-teaching-on-student-teachers-at-a-local-university-college/597493/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-impact-of-a-course-in-reflective-teaching-on-student-teachers-at-a-local-university-college/597493.png","ImageObject",300,407,{"name":42,"@type":43},"pop out","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the main purpose of the study?","Question",{"text":63,"@type":64},"The study examined the impact of a reflective teaching course on student teachers and supported reflective teaching as integral to effective teaching and learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the findings show about student teachers’ development?",{"text":68,"@type":64},"The course improved student teachers’ reflective teaching and thinking, including general knowledge, self-knowledge and awareness, and a questioning disposition.",{"name":70,"@type":61,"acceptedAnswer":71},"How did the course influence student teachers’ classroom intentions?",{"text":72,"@type":64},"Student teachers were interested in applying reflective teaching and reflective thinking in regular school classrooms, and they identified additional affective and professional skills to develop.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597493,1792160688,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The Impact of a Course in Reflective Teaching on Student Teachers at a  \nLocal University College  \nMark A. Minott  \nUniversity College of the Cayman Islands  \nAbstract  \nThis paper reports on a qualitative action research study which utilises a written interview schedule. The aim of the study was twofold: One, to examine the impact of a course in Reflective teaching on two cohorts of Bachelor of Education student teachers at a local university college and two, to continue the process of giving credence to reflective teaching as integral to effective teaching and learning. Specifically, the discussion of finding reveals that the course aided in the development of student teachers’ reflective teaching and thinking. Findings show that it had positive effects on most students’ general knowledge of reflective teaching, helped to develop their self-knowledge and awareness, a questioning disposition, and the application of reflection to their out-of-classroom life. The findings also pointed out that student teachers were interested in applying what was learned about reflective teaching and thinking in the regular school classroom. They also identified the need to develop certain affective and professional skills such as: the control and development of certain emotions, being consistent, prioritizing and the development of English-speaking skills.  \nKeywords:Reflective Teaching, Critical Thinking, Reflective Thinking, Student Teachers, Teacher Knowledge, Self-Knowledge, Emotions, Affective Skills, Professional Skills  \nResumé  \nCet article rend compte d'une étude derecherche-action qualitative s'appuyant sur un guided'entretienécrit. L'objectif de l'étude était double : premièrement,examiner l'impact d'un cours sur l'enseignement réflexif sur deuxcohortes d'enseignants stagiaires inscrits dans un baccalauréat enéducation dans une université locale et deuxièmement, continuer àdonner du crédit à l'enseignement réflexif en tant que partieintégrante d'un enseignement et d'un apprentissage efficaces. Plusprécisément, l'analyse des résultats révèle que le coursacontribué au développement de l'enseignement réflexif et de lapensée réflexive desenseignants stagiaires. Les résultatsmontrent aussi que le cours a eu des effets positifs sur lesconnaissances générales, en matière d'enseignement réflexif, dela plupart des étudiants, et a aidé à développer leurconnaissance et conscience de soi, une disposition au questionnement,et l'application de leur réflexion dans leur vie hors-classe . Lesrésultats ont également souligné que les enseignants stagiairesétaient intéressés par l'application de ce qu'ils avaient apprissur l'enseignement réflexif et la pensée réflexive dans la sallede classe .  \nCANADIAN JOURNAL OF EDUCATION 34, 2 (2011): 131-147 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nDe plus, ils ont identifié la nécessité de développercertaines habiletés affectives et professionnelles telles que le contrôle et le développement de certaines émotions,êtrecohérent, la mise en place de priorités et le développement decompétences en langue anglaise .  \nMots-clés : enseignement réflexif, pensée critique, pensée réflexive, enseignants stagiaires, savoir-pratique des enseignants, connaissance de soi,émotions, habiletés affectives, compétences professionnelles  \nThe Impact of a Course in Reflective Teaching on Student Teachers at a Local University College  \nLiterature Review  \nZeichner and Liston (1996) assert:  \nIf a teacher never questions the goals and the values that guide his or her work, the context in which he or she teaches, or never examines his or her assumptions, then it is our belief that this individual is not engaged in reflective teaching (p.1) .  \nBased on this statement, I define reflective teaching as involving a questioning disposition and critically thinking or “reflectively thinking”(Norris & Ennis, 1989), about one’s teaching techniques, personal goals, values, beliefs, assum","cbCairxGUEzmoiD9","https://ap.wps.com/l/cbCairxGUEzmoiD9","pdf",103711,17,"English","# Abstract\n# Literature Review\n## Definition of Reflective Teaching\n## Practical Aspects of Reflective Teaching\n## Questioning Beliefs, Values, and Assumptions","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"The study examined the impact of a reflective teaching course on student teachers and supported reflective teaching as integral to effective teaching and learning.\"},{\"question\":\"What did the findings show about student teachers’ development?\",\"answer\":\"The course improved student teachers’ reflective teaching and thinking, including general knowledge, self-knowledge and awareness, and a questioning disposition.\"},{\"question\":\"How did the course influence student teachers’ classroom intentions?\",\"answer\":\"Student teachers were interested in applying reflective teaching and reflective thinking in regular school classrooms, and they identified additional affective and professional skills to develop.\"}]","The Impact of a Course in Reflective Teaching on Student Teachers at a Local University College | PDF",1792085116,43]