The reflective model gives due consideration to both scientific knowledge and experience. Wallace separated it into pre-education/pre-development, professional education/development, and professional competence stages as diagrammatically illustrated in Fig.3.
Pre-education/ Professional education/development stage Professional competence Pre-development stage (The Goal) Fig.3 Reflective Model (Adapted from Wallace, 1991)
According to Wallace, the pre-education/pre-development stage is a stage for the individual who has decided to involve in professional education/development: before he/she starts the process. Unlike the two models, this model stresses that candidates do not enter into the professional education/development with blank minds. In this model, they are not considered as empty vessels rather as active individuals who can bring their own conceptual schemata to the context of professional education/development, where the sources of these mental constructs can be personality, social, cultural, and so on. Particularly, in professional education/development contexts, the sources can be what have been taught or read and professional experience, specifically for in-service teachers. Thus, in this model, there is a strong emphasis on the necessity of considering candidates’ background (where they are coming from) and their current state (where they are now) in order to run an effective professional education/development. As he noted, the consideration of this stage is one of the main features that make the reflective model different from the other two models. The second stage is what Wallace called the professional education/development stage. …show more content…
This includes received knowledge, experiential knowledge, practice, and reflection. Received knowledge is research-based knowledge which is acquired from instruction or reading. According to him, it includes facts, ideas, data, theories, skills, and so on which are accepted as the contents of the subject matter and the profession in general. Candidates receive this kind of knowledge theoretically rather than acquiring it experientially from their practice, and hence, it can also be called theoretical knowledge. However, as Wallace explained, in instructional settings, received knowledge can still be taught and learned experientially. To do so, candidates can be taught the theoretical inputs and then allowed to apply these into practice by providing them with relevant contexts. In other words, they need to be given the experience in their education/development about what they are going to do in their actual classrooms. For example, according …show more content…
It is helpful for student-teachers to experiment their learning while they are in their teacher education programme. It is also helpful for in-service teachers to experiment their teaching, develop new skills, and expand their professional repertoire. He indicated that teaching practice is another important context for student-teachers to develop their education experientially in the context of real classrooms where they are given chances to put the theoretical inputs into practice. For in-service teachers, this experiential learning happens in their actual teaching in their own classrooms. These contexts involve demonstrations and observations which are subject to reflection unlike the demonstrations and observations in the craft model in which case are imitative in their nature. In this model, they are carefully structured and analyzed in appropriate ways to benefit student-teachers/in-service teachers for their own practice and professional development.
Experiential knowledge is the knowledge which is acquired from professional experience. It can also be called practical knowledge. According to Wallace, the reflective model gives due consideration to this element of professional education/development unlike other models in which case due regard is given to the expert as the sole source of knowledge. This model considers
Pre-education/ Professional education/development stage Professional competence Pre-development stage (The Goal) Fig.3 Reflective Model (Adapted from Wallace, 1991)
According to Wallace, the pre-education/pre-development stage is a stage for the individual who has decided to involve in professional education/development: before he/she starts the process. Unlike the two models, this model stresses that candidates do not enter into the professional education/development with blank minds. In this model, they are not considered as empty vessels rather as active individuals who can bring their own conceptual schemata to the context of professional education/development, where the sources of these mental constructs can be personality, social, cultural, and so on. Particularly, in professional education/development contexts, the sources can be what have been taught or read and professional experience, specifically for in-service teachers. Thus, in this model, there is a strong emphasis on the necessity of considering candidates’ background (where they are coming from) and their current state (where they are now) in order to run an effective professional education/development. As he noted, the consideration of this stage is one of the main features that make the reflective model different from the other two models. The second stage is what Wallace called the professional education/development stage. …show more content…
This includes received knowledge, experiential knowledge, practice, and reflection. Received knowledge is research-based knowledge which is acquired from instruction or reading. According to him, it includes facts, ideas, data, theories, skills, and so on which are accepted as the contents of the subject matter and the profession in general. Candidates receive this kind of knowledge theoretically rather than acquiring it experientially from their practice, and hence, it can also be called theoretical knowledge. However, as Wallace explained, in instructional settings, received knowledge can still be taught and learned experientially. To do so, candidates can be taught the theoretical inputs and then allowed to apply these into practice by providing them with relevant contexts. In other words, they need to be given the experience in their education/development about what they are going to do in their actual classrooms. For example, according …show more content…
It is helpful for student-teachers to experiment their learning while they are in their teacher education programme. It is also helpful for in-service teachers to experiment their teaching, develop new skills, and expand their professional repertoire. He indicated that teaching practice is another important context for student-teachers to develop their education experientially in the context of real classrooms where they are given chances to put the theoretical inputs into practice. For in-service teachers, this experiential learning happens in their actual teaching in their own classrooms. These contexts involve demonstrations and observations which are subject to reflection unlike the demonstrations and observations in the craft model in which case are imitative in their nature. In this model, they are carefully structured and analyzed in appropriate ways to benefit student-teachers/in-service teachers for their own practice and professional development.
Experiential knowledge is the knowledge which is acquired from professional experience. It can also be called practical knowledge. According to Wallace, the reflective model gives due consideration to this element of professional education/development unlike other models in which case due regard is given to the expert as the sole source of knowledge. This model considers