Becoming a reflective educator: A case study at UiTM Pahang / Sulaila Bakar, Allina Nadzri and Azlini Razali

The concept "reflective thought" was first introduced by John Dewey in 1933 in his book How We Think; a book designed for teachers. Little did he know, almost a century later, his basic assumption that 'learning improves to the degree that it arises out of the process of reflection�...

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Bibliographic Details
Main Authors: Bakar, Sulaila (Author), Nadzri, Allina (Author), Razali, Azlini (Author)
Format: Book
Published: 2009.
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100 1 0 |a Bakar, Sulaila  |e author 
700 1 0 |a Nadzri, Allina  |e author 
700 1 0 |a Razali, Azlini  |e author 
245 0 0 |a Becoming a reflective educator: A case study at UiTM Pahang / Sulaila Bakar, Allina Nadzri and Azlini Razali 
260 |c 2009. 
500 |a https://ir.uitm.edu.my/id/eprint/59256/1/59256.PDF 
520 |a The concept "reflective thought" was first introduced by John Dewey in 1933 in his book How We Think; a book designed for teachers. Little did he know, almost a century later, his basic assumption that 'learning improves to the degree that it arises out of the process of reflection' is still being discussed by scholars around the world. As time goes on, the term 'reflection' spreads, producing a host of synonyms, such as 'critical thinking', problem solving' and 'higher level thought '. Reflective teaching is viewed as the path forward for both learners and educators alike and it leads to better learning and teaching. This study sets out to identify who among the lecturers in UiTM Pahang are ready in the pursuit of becoming reflective educators. 
546 |a en 
690 |a Teaching (Principles and practice) 
690 |a Learning. Learning strategies 
690 |a College and university teachers 
690 |a Institutions of higher education 
690 |a Malaysia 
655 7 |a Conference or Workshop Item  |2 local 
655 7 |a PeerReviewed  |2 local 
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