An interpretive study of why beginning teachers' reflection remained at a 'technical level'

Research output: Contribution to conferencePaper

Abstract

A series of reflective thinking interventions were given to two beginning primary school teachers in this study. Some changes had occurred in their thinking and behavior after the interventions. Although they displayed different degree of development in their reflective thinking, their reflective thinking remained focused mainly at a technical level. As beginning teachers, they were going through the transition from students to teachers and that this also restrained their reflective thinking at a technical level. Inevitably their reflective thinking was shepherded towards a technical level as they struggled to meet the demands of survival in difficult and challenging circumstances.
Original languageEnglish
Publication statusPublished - 2004

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primary school teacher
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Citation

Tsui, A. K.-Y. (2004, July). An interpretive study of why beginning teachers' reflection remained at a 'technical level'. Paper presented at the International Council on Education for Teaching (ICET) World Assembly 2004: Teachers as learners: Building communities for professional development, Hong Kong, China.

Keywords

  • Early Childhood Education
  • Teacher Education and Professional Development