CTGE 5201: Student Teaching Seminar Issues in Reflective Practice 1
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
CTGE 5201: Student Teaching Seminar Issues in Reflective Practice 1
Introduction
Aspiring teachers must have both theoretical knowledge and practical experience to become effective educators. CTGE 5201 is a student teaching seminar that prepares pre-service teachers for classroom management, lesson planning, and assessment. The course emphasizes reflective practice as a means of improving teaching skills and promoting self-awareness. This article will explore the issues related to reflective practice in CTGE 5201 and discuss their implications for teacher education.
What is Reflective Practice?
Reflective practice is a systematic approach to learning from experience that involves examining one’s thoughts, feelings, and actions. In the context of CTGE 5201, reflective practice involves analyzing teaching strategies, evaluating student learning, and reflecting on one’s personal growth as a teacher. Reflective practice is essential for effective teaching because it promotes continuous improvement and helps teachers adapt to changing circumstances.
Issues in Reflective Practice
There are several issues related to reflective practice in CTGE 5201. These include:
Lack of Confidence
Many pre-service teachers lack confidence in their abilities and may be hesitant to reflect on their practice. They may feel that their teaching is not good enough and fear being judged by their peers and mentors. This can lead to a reluctance to participate in reflective practice activities and a lack of engagement in the course.
Time Constraints
Student teaching seminars like CTGE 5201 can be time-consuming and demanding. Pre-service teachers may struggle to find the time to reflect on their practice amidst the demands of lesson planning, grading, and classroom management. This can result in rushed or superficial reflections that do not promote deep learning.
Intolerance of Change
Due to the fact that it forces them to face their own weaknesses and question their preexisting teaching views, some beginning teachers may find the reflective practice approach to be challenging. They could be averse to change and favor sticking with tried-and-true teaching methods over attempting novel ones.
Not Enough Feedback
Mentor and peer feedback is necessary for productive reflective practice. However, pre-service teachers could not get enough feedback or might think the feedback they do get is useless. This could make it difficult to find the drive to participate in reflective practice exercises.
Implications for Teacher Education
The issues related to reflective practice in CTGE 5201 have important implications for teacher education. To address these issues, teacher education programs should:
Build Confidence
Teacher education programs should work to build pre-service teachers’ confidence in their abilities. This can be done by providing opportunities for success, such as co-teaching or leading small group discussions. Additionally, mentors and peers should provide positive and constructive feedback that emphasizes strengths and areas for improvement.
Offer reflective practice top priority
In teacher education programs, reflective practice needs to be given top importance. By setting up specific resources and time for reflection, such as frequent sessions with mentors and peer groups, this can be accomplished. Additionally, reflective reflection should be emphasized in teacher education programs as a key component of creating good teaching techniques.
Highlight the Importance of Change
The importance of change should be emphasized in teacher education programs, and pre-service teachers should be encouraged to try out novel teaching techniques. This can be accomplished by offering chances for peer feedback and observation and by having seasoned teachers serve as role models for reflective practice.
Provide Effective Feedback
Effective feedback is essential for reflective practice. Teacher education programs should provide pre-service teachers with regular and meaningful feedback from mentors and peers. Additionally, teacher education programs should train mentors and peers to provide effective feedback that promotes deep learning.
Conclusion
Reflective practice is a vital component of effective teaching, and CTGE 5201 provides pre-service teachers with an opportunity to develop this skill. However, there are several issues related to reflective practice that must be addressed to ensure its effectiveness. By building confidence, prioritizing reflective practice, emphasizing the value
of change, and providing effective feedback, teacher education programs can help pre-service teachers develop the skills and knowledge needed to become effective educators.
FAQs
- What is CTGE 5201? CTGE 5201 is a student teaching seminar that prepares pre-service teachers for classroom management, lesson planning, and assessment.
- What is reflective practice? Reflective practice is a systematic approach to learning from experience that involves examining one’s thoughts, feelings, and actions.
- Why is reflective practice important? Reflective practice is important because it promotes continuous improvement and helps teachers adapt to changing circumstances.
- What are some issues related to reflective practice in CTGE 5201? Some issues related to reflective practice in CTGE 5201 include lack of confidence, time constraints, resistance to change, and lack of feedback.
- How can teacher education programs address these issues? Teacher education programs can address these issues by building confidence, prioritizing reflective practice, emphasizing the value of change, and providing effective feedback.
RUBRIC
QUALITY OF RESPONSE |
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SATISFACTORY |
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EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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