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Journal of Education and Development in the Caribbean

Preparing the Teacher as Reflective Practitioner: Some Emerging Trends in a Professional Training Programme at the University of the West Indies, Jamaica

Pages: 
107-122
Publication Date: 
December 2000
Issue: 
Abstract: 

The article focuses on the practical component of a professional development programme for trained teachers built on a model that seeks to empower teachers as reflective practitioners who assume responsibility for improving their own practice. It outlines the practicum before and after restructuring and then assesses the impact of the restructured practicum on a group of Language Education (English) students. Evidence presented suggests that the new practicum has enabled teachers to recognise the deficiencies of their accustomed practices, to engage in critical self-analysis and to develop sensitivity towards their role as innovators, observers and researchers. For the sustainability of the new approach the writer underscores the importance of collaborative strategies for linking university-based and school-based experiences in teacher training.

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