Search results for: Minott Mark A.
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The aim of the study was to ascertain what skills were reinforced or developed by local cooperating teachers via the process of supervising student-teachers in the Cayman Islands and Saint Kitts-Nevis. The participants were four cooperating teachers from University College of the Cayman Islands Teacher Education programme and four cooperating teachers from St Kitts-Nevis. The findings reveal that skills cooperating teachers developed or reinforced were categorised as essential teaching, mentoring, collaborating and strategic. The authors argue that teachers should be recognised for the dynamic role that they play in the education of the nation’s teachers. Therefore, there is the need to develop a policy to guide this initiative. Furthermore, this study suggests the need to provide opportunities to encourage cooperating teachers to engage reflectively with their teaching.
Updated: Feb. 03, 2014
Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-related Knowledge
The purpose of this self-study is two-fold. Firstly, to aid in redressing the lack of attention given to the professional development of teacher educators; and secondly, to show that an attitude of self-directed inquiry combined with elements of reflective teaching enabled the author’s professional development. Specifically, the report shows how the author built practical or work-related knowledge in how to encourage the participation of a language-minority student in classroom discussions, differentiated instruction and learning and collaboration with colleagues.
Updated: Apr. 11, 2010