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: …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 …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: …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 …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