Programme saturation is described as employing numerous actions and activities in the programme of study to help students learning numerous concepts. A good reason for taking part in this practice is always to enable student teachers’ learning. Particularly, it enabled and encouraged their reflective abilities.
Kinds of reflective abilities range from the chance to look at, frame and then try to solve dilemmas of classrooms and schools. Questioning personal assumptions and values held about teaching. Taking proper care of the institutional and cultural context, involved in curriculum development and being associated with school change (Zeichner & Liston, 1996). Reflective abilities have the teacher employing and developing cognitive skills as a means of improving their practice. Recalling, considering and evaluating teaching encounters as a means of improving individuals afterwards (Farrell, 2001). Furthermore, it offers using ones’ intuition, initiative, values and experience during teaching, and exercising judgement about using various teaching and research skills (Minott, 2009).
You’ll find five programme saturation strategies familiar with enable and encourage student teachers reflective abilities. They’re:
- The idea of reflection being conspicuously featured inside the philosophical statement which guides the programme
- Lecturers talking about and modelling facets of reflective teaching
- Developing and applying a reflective approach to student observational practicum and debriefing exercise
- Reflective teaching like a core curriculum module inside the programme
- Teaching activities utilizing facets of reflective teaching
The study I transported out shown to begin with, the saturation of programmes influenced directly and never directly just what the students discovered being and having reflective practitioners. Among several things, it built them into more self-aware, that’s a critical part of reflective teaching.
Next, when using the person saturation actions and activities in the list above enabled and encouraged student teachers’ reflective abilities, it’s their combined use which brought towards the entire saturation connected having a programme with the idea of reflection and reflective teaching. This can be so because, clearly, to achieve saturation requires a technique of offering lots of products or flowing in the variety of liquid.
Thirdly, while the idea of programme saturation enabled student teachers to develop their reflective abilities, it’s going beyond this by offering the possibility for teacher educators to supply authentic learning encounters, to exhibit various areas of reflective teaching, also to open dialogue about reflective pedagogy.
I’d, therefore, encourage teacher educators to utilize programme saturation as a means of enabling and galvanizing student teachers’ reflective abilities and finally their learning.