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澳洲国立戏剧艺术学校:课前的观察

课前的观察,我的学生和我,有一个初始的会议上,我们讨论了在教学的各个方面,显然我们的目标。在我们的会议上,我试图画一幅画的指导经验,解释她的指导过程,以及我的指导,可以有助于发展她的教学技能,以及成为反思自己的工作。拉塞尔(2005,p.199)表示,许多职业教育工作者有权追求反思性实践的专业准备,帮助他们专注于自己的能力而不是在主体内容的重要组成部分。我们不能怀疑初任教师在学科领域确实是知识渊博的人,但缺乏专业性。此外,华勒斯(1991)认为,教师的反思实践可能会导致理解的实际课堂教学的性质,这将促进教师的自我反思意识,他们对语言教学和愿意探讨内隐理论匹配或不匹配他们的教学设想”(RodríGuez,2008节)。我希望佛罗伦萨把重点放在自己的教学实践,并帮助她自我评价(柯普兰,2010,P 467)过程。此外,我们还讨论了对程序步骤的指导实践和她合作(AWAYA等人。2003,第52页)对成功的结果很重要。

澳洲国立戏剧艺术学校:课前的观察

Before the class observations, my mentee and I, had an initial meeting where we discussed on various aspect of teaching and obviously on our goals. In our meeting, I tried to draw a picture of mentoring experience by explaining her the mentoring process, and how my guidance could be helpful in developing her teaching skills as well as becoming reflective on her own work. Russels (2005, p.199) stated that many professional educators have recourse to pursue reflective practice as an important component of professional preparation which help them in focusing on their own aptitude rather than on the content of subject. We cannot doubt that beginning teacher are indeed knowledgeable person in their subject field but lack professionalism. Furthermore, Wallace (1991) recognized that teacher’s reflection on practice will probably lead understand the actual and practical nature of classroom teaching and this will promote teachers’ self-reflexive awareness of their assumptions about language instruction and willingness to explore how their implicit theories match or do not match their teaching” (Rodríguez, 2008 p.92). I wanted Florence to focus on her own teaching practice and to help her in a self-evaluation (Copland, 2010, p. 467) process. Moreover, we also discussed on the procedural steps in of the mentoring practice and how her collaboration (Awaya et al. 2003, p. 52) would be important for a successful outcome.

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