Developing professionalism through reflective practice among pre-service teachers at the National University of Lesotho

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dc.contributor.authorTlali, Tebello
dc.date.accessioned2024-07-18T11:43:12Z
dc.date.available2024-07-18T11:43:12Z
dc.date.issued2018-09
dc.description.abstractThis article is based on a study which aimed to explore the use of reflective practices to develop professionalism among pre-service teachers at the National University of lesotho. the study sought to contribute to the local and international debate on best practice in encouraging and scaffolding constructivism through reflective practice among teachers. Forty final year pre- service teachers participated in the study and were interviewed individually and in groups. they shared their conceptions and views about how they plan to engender professional growth in their own teaching. by engaging in this exercise, this group of future teachers was empowered to develop into reflective professionals. The findings were discussed against the Centric Reflection Model which posits the different stages and dimensions of the reflective exercise. The author argues that reinforcing reflective dispositions could promote professional growth, and decrease misconduct and lack of professionalism associated with some teachers in lesotho.en
dc.description.sponsorshipSelfen
dc.identifier.issn1753-5921
dc.identifier.issn1814-6627
dc.identifier.urihttps://hdl.handle.net/20.500.14155/1978
dc.language.isoenen
dc.publisherRoutledgeen
dc.subjectConstructivism; Centric Reflection Model; reflective practices; professionalism; teacher education; teacher developmenten
dc.titleDeveloping professionalism through reflective practice among pre-service teachers at the National University of Lesothoen
dc.typeArticleen
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