Pre-Service Teachers’ Reflection Logs: Pieces of Evidence of Transformative Teaching and Emancipation

Jasper Jay Nievera Mendoza

International Journal of Higher Education, 2020, vol. 9, issue 6, 200

Abstract: With critical social design put into practice, this study described and investigated transformative teaching and emancipation pieces of evidence from 21 Music, Arts, Physical Education and Health (MAPEH) pre-service teachers. The participants’ reflection logs were analyzed, with Butin’s technical lens framework as a guide. Findings revealed that the pre-service teachers encountered challenges with the students, parents, cooperating teachers and principals, which turned out to be opportunities for pre-service teachers to exercise their decision-making skills. These participants’ springboard to transformative learning and emancipation, henceforth, were the teaching strategies, principles and learning activities they acquired from their instructors. Pre-service teachers realized they could explore epistemic change as a result of reflection and contemplation.

Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:jfr:ijhe11:v:9:y:2020:i:6:p:200

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