reflective practice and teaching competence among teacher educators

1. Dr. Santhosh Areekkuzhiyil
Asst. Professor,
Govt. Brennen College of Teacher Education,
Thalassery,
kannur, Kerala
santhoshclt@gmail.com

2. At every moment in the classroom,
teachers take hundreds of instructional
decisions.
Decisions may be instinctive, some time
planned and some time mechanical.
But as reflective practitioners, teachers
have to take intentional decisions.

3.  Donald Schon introduced the
concept of reflective practice as a
critical process in refining one's
artistry or craft in a specific
discipline.
 Asdefined by Schon, reflective
practice involves thoughtfully
considering one's own experiences
in applying knowledge to practice
while being coached by
professionals in the discipline
(Schon, 1996).

5.  Reflection-in-action - this is reflecting on
the hoof, where you reflect on your actions
during an event.
 Reflection-on-action - this is retrospective
reflection, you reflect on actions that have
already occurred, usually, but not always,
fairly soon after the event. Things that didn't
go well; what can I do next time to improve
things?

7.  Greenaway outlined three simple steps to
help learn from experience.

9.  Gibbsidentified a series of 6 steps to aid
reflective practice, these elements make
up a cycle that can be applied over and
over.

11.  Teaching competence refers to the set of
knowledge, abilities and beliefs that the
teacher possesses and brings to the teaching
situations (Mitzel, 1969).

12.  To analyse and compare the level of reflective practice
among teacher educators belongs to various groups
based on gender, length of experience, locale, types of
management of institution etc.
 To analyse and compare the level of teaching
competence among teacher educators belongs to
various groups based on gender, length of experience,
locale, types of management of institution etc.
 To assess the influence of the Reflective Practices of
Teacher Educators on their Teaching Competence for
the whole sample and the sub samples based on gender,
length of experience, locale, types of management of
institution etc.

13. Do gender, experience, length of
experience and locale influence teaching
competence of teacher educators ?
Do gender, experience, length of
experience and locale influence reflective
practices of teacher educators ?
What is the relationship between
reflective practices and teaching
competence of teacher educators ?

14.  The study is a descriptive one
based on empirical data. Cross
sectional study design has been
adopted in the present study.

15.  The data for the study has been
collected from a representative sample of
110 teacher educators of Teacher Training
Institutes in Kerala using random sampling
technique.

16. Reflectiveteaching practice scale
for teacher educators.
Teaching competence scale.

17. Testing of significance of
difference between means.
Pearsons coeffient of
correlation

18. Less experienced group have higher
reflective practice scores
Teacher educators of Govt. and Self
financing institutions have higher
reflective practice scores
There is no gender difference in
reflective practice

19.  There is no significant difference in
Teaching Competence of different
groups based on gender, experience,
type of management or locale.

20.  There is a high correlation between
Reflective Practice and Teaching
Competence for the total sample
and the different sub samples based
on gender, experience, type of
management or locale.

21. 
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22. Teacher educators should keep reflective
journal
Hence it is very essential to conduct
orientation programmes for the teacher
periodically
The teacher educators must be recruited
through some screening tests and
reflective practice must form a major
area of the test.
QIP for teacher educators must include
reflective practice development aspects.