Abstract
This paper first examined the importance of models of teacher reflection in teacher education programme and outlined the three dimensions of a reflection model, namely levels of professionalism, scopes of reflection and levels of integration. Then the paper reported a study on the effectiveness of a peer support scheme in a Kindergarten teacher education programme and in particular its claim to promote teacher reflection. It was found that the scheme had encouraged informal and non threatening professional conversations among teachers with a strong emphasis on collegiality. But the role of peers in providing higher level of professional input was restrictive. It was suggested that professional knowledge from lecturers in education in the Institute of Education should complement this aspect of teacher development work in peer support scheme.
| Keywords: | Peer Supervision; Kindergarten Teacher; Reflection Models |
|---|
[ Chinese version | Index | New Horizons | Other Journals | Faculty Home Page | Enquiry ]
Mail any comments and suggestions to
en@fed.cuhk.edu.hk.