Authors :
LIAO ZhongXia; Dr. Nidhi Agarwal; Aminul Islam
Volume/Issue :
Volume 9 - 2024, Issue 5 - May
Google Scholar :
https://tinyurl.com/yu7tn24t
Scribd :
https://tinyurl.com/mrah5db6
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAY2482
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
A wide range of abilities, such as the capacity
to observe, communicate, collaborate, make sound
judgements, and make decisions, are required in
educators. Finding concrete ways that teachers might
utilise to promote greater reflective thinking is the
primary goal of this research. This will be accomplished
by contrasting the amounts of reflective thinking abilities
held by veteran educators with those of recently licensed
educators. Two new tools, the Reflective Thinking
Attributes (RTA) and the Profile of Reflective Thinking
Attributes (PRTA) instruments, are developed to
evaluate teachers' capacity for reflective thinking. The
researchers set out to do just that by providing a detailed
account of the choices made by both seasoned educators
and those just starting out in the subject as they planned
and led two different forms of PE classes. The students'
natural inquisitiveness was the primary tool that
inexperienced educators used to maintain order in the
classroom.
Keywords :
Teacher Educator, Prior School Teaching, Experienced Teacher, Non-Experienced Teacher, Demonstration.
References :
- Altrichter, H., and Moosbrugger, R. (2015). “Micropolitics of schools,” in International Encyclopedia of the Social and Behavioral Sciences. Editor J. D. Wright (Oxford, UK: Elsevier), 134–140.
- Bolton, R. (2019, July 25). Ideology crushes teachers’ ability to control classes. Australian Financial Review.
- Pianta, Blanco, M., & Ginovart, M. (2012). On how Moodle quizzes can contribute to the formative eassessment of first-year engineering students in mathematics courses. Universities and Knowledge Societies Journal, 9(1), 354-370. Retrieved from http://journals.uoc.edu/index.php/rusc/
- Scholes, L., Lampert, J., Burnett, B., Comber, B. M., Hoff, L., & Ferguson, A. (2017). The politics of quality teacher discourses: Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education, 42(4), 19e43.
A wide range of abilities, such as the capacity
to observe, communicate, collaborate, make sound
judgements, and make decisions, are required in
educators. Finding concrete ways that teachers might
utilise to promote greater reflective thinking is the
primary goal of this research. This will be accomplished
by contrasting the amounts of reflective thinking abilities
held by veteran educators with those of recently licensed
educators. Two new tools, the Reflective Thinking
Attributes (RTA) and the Profile of Reflective Thinking
Attributes (PRTA) instruments, are developed to
evaluate teachers' capacity for reflective thinking. The
researchers set out to do just that by providing a detailed
account of the choices made by both seasoned educators
and those just starting out in the subject as they planned
and led two different forms of PE classes. The students'
natural inquisitiveness was the primary tool that
inexperienced educators used to maintain order in the
classroom.
Keywords :
Teacher Educator, Prior School Teaching, Experienced Teacher, Non-Experienced Teacher, Demonstration.
