Reflective Teaching or Teacher Authenticity: An Investigation of the Self
Science Journal of Education
Volume 3, Issue 5, October 2015, Pages: 100-106
Received: Jul. 15, 2015; Accepted: Jul. 20, 2015; Published: Jul. 30, 2015
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Amin Shahini, Department of English Language Teaching, Golestan Scientific and Research Branch, Islamic Azad University, Gorgan, Iran
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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.
Reflective Teaching, Authentic Teaching, Transformation
To cite this article
Amin Shahini, Reflective Teaching or Teacher Authenticity: An Investigation of the Self, Science Journal of Education. Vol. 3, No. 5, 2015, pp. 100-106. doi: 10.11648/j.sjedu.20150305.11
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