In the present paper, different views of reflective practice in literature are presented. It is argued that reflective practices are not a matter of casual reflection and taking others-directed decisions on courses of actions but are rather a systematic, critical and holistic approach to the appraisal of what teachers do in class. We will go on further to introduce a new concept of authenticity heavily influenced by the concept of critical reflection and will argue that teachers state of idealism is when they can obtain the best understanding of the self and the world around themselves. By getting to the self they set themselves free from the confinements of imitating the herd and consequently can become the transformers of the educational and social circles all with the aim of promoting the personal and social values of the learners who have an undeniable role in the future of any society. Later in the article, transformative learning theory and its four strands of thought as key issues in the process of teacher authentication are proposed.
| Published in | Science Journal of Education (Volume 3, Issue 5) |
| DOI | 10.11648/j.sjedu.20150305.11 |
| Page(s) | 100-106 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Reflective Teaching, Authentic Teaching, Transformation
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APA Style
Amin Shahini. (2015). Reflective Teaching or Teacher Authenticity: An Investigation of the Self. Science Journal of Education, 3(5), 100-106. https://doi.org/10.11648/j.sjedu.20150305.11
ACS Style
Amin Shahini. Reflective Teaching or Teacher Authenticity: An Investigation of the Self. Sci. J. Educ. 2015, 3(5), 100-106. doi: 10.11648/j.sjedu.20150305.11
AMA Style
Amin Shahini. Reflective Teaching or Teacher Authenticity: An Investigation of the Self. Sci J Educ. 2015;3(5):100-106. doi: 10.11648/j.sjedu.20150305.11
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Download@article{10.11648/j.sjedu.20150305.11,
author = {Amin Shahini},
title = {Reflective Teaching or Teacher Authenticity: An Investigation of the Self},
journal = {Science Journal of Education},
volume = {3},
number = {5},
pages = {100-106},
doi = {10.11648/j.sjedu.20150305.11},
url = {https://doi.org/10.11648/j.sjedu.20150305.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20150305.11},
abstract = {In the present paper, different views of reflective practice in literature are presented. It is argued that reflective practices are not a matter of casual reflection and taking others-directed decisions on courses of actions but are rather a systematic, critical and holistic approach to the appraisal of what teachers do in class. We will go on further to introduce a new concept of authenticity heavily influenced by the concept of critical reflection and will argue that teachers state of idealism is when they can obtain the best understanding of the self and the world around themselves. By getting to the self they set themselves free from the confinements of imitating the herd and consequently can become the transformers of the educational and social circles all with the aim of promoting the personal and social values of the learners who have an undeniable role in the future of any society. Later in the article, transformative learning theory and its four strands of thought as key issues in the process of teacher authentication are proposed.},
year = {2015}
}
TY - JOUR T1 - Reflective Teaching or Teacher Authenticity: An Investigation of the Self AU - Amin Shahini Y1 - 2015/07/30 PY - 2015 N1 - https://doi.org/10.11648/j.sjedu.20150305.11 DO - 10.11648/j.sjedu.20150305.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 100 EP - 106 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20150305.11 AB - In the present paper, different views of reflective practice in literature are presented. It is argued that reflective practices are not a matter of casual reflection and taking others-directed decisions on courses of actions but are rather a systematic, critical and holistic approach to the appraisal of what teachers do in class. We will go on further to introduce a new concept of authenticity heavily influenced by the concept of critical reflection and will argue that teachers state of idealism is when they can obtain the best understanding of the self and the world around themselves. By getting to the self they set themselves free from the confinements of imitating the herd and consequently can become the transformers of the educational and social circles all with the aim of promoting the personal and social values of the learners who have an undeniable role in the future of any society. Later in the article, transformative learning theory and its four strands of thought as key issues in the process of teacher authentication are proposed. VL - 3 IS - 5 ER -
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