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Reflective Teaching Methodology in Pre-Service Education: Theory and Practice
Abstract
The aim of the present chapter is to gain a deep understanding of how to teach and consequently improve new practices. As teaching becomes a lifelong learning process, teachers' inability to improve their teaching practices is considered an evidence of their incompetence. This vicious circle should be broken. The present chapter solves this problem relying on the reflective teaching methodology highlighting its importance, levels, and models of reflection ending with their pedagogical implications. Moreover, it suggests practical reflective teaching instruments to help student teachers enrolled in educational programs to detect their own teaching performances' strengths and weaknesses. In addition, it sketches carefully a Reflective Training Guide with its specific detailed hierarchical structures that can be adopted by TEFL professors in the pre- service Education Programs. Thus, teaching is not practiced haphazardly but practiced cautiously in an artistic way. The present chapter is an exploration in the field of reflective teaching methodology in pre-service education programs.
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