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Becoming Reflective Practitioners: Mathematics Student Teachers' Experiences
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Ngololo, Elizabeth Ndeukumwa; Kanandjebo, Leena Ngonyofi – Journal of Research and Advances in Mathematics Education, 2021
The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers…
Descriptors: Reflective Teaching, Mathematics Teachers, Student Teachers, Teaching Experience
Contradictions and Tensions in the Place of Teachers in Educational Reform: Reflections on Teacher Preparation in the USA and Namibia
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Zeichner, Ken; Ndimande, Bekisizwe – Teachers and Teaching: Theory and Practice, 2008
This paper examines recent education and teacher education reforms in the USA and Namibia and analyzes two tensions that have been a central part of debates about teacher quality and teacher education in many parts of the world: whether we should prepare teachers as technicians or as reflective practitioners; and whether we should prepare teachers…
Descriptors: Foreign Countries, Educational Change, National Standards, Teacher Education
Chasing "Ubuntu": Using ICTs to Promote Reflective Practice
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Malone, Todd; Wilder, Hilary – Multicultural Education & Technology Journal, 2008
Purpose: To describe an exploratory study in which an online learning system was used to provide an intercultural experience for pre-service education students from New Jersey and Namibia. Design/methodology/approach: Pre-service education students from New Jersey and Namibia were enrolled in an online course in the fall of 2004. The following…
Descriptors: Preservice Teacher Education, Online Courses, Cultural Differences, Foreign Countries
Action Research and the Transfer of Reflective Approaches to In-Service Education and Training (INSET) for Unqualified and Underqualified Teachers in Namibia.
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O'Sullivan, Margo C. – Teaching and Teacher Education, 2002
Explored efforts, within an action research study of a 3- year Inservice Education and Training (INSET) program, to implement reflective approaches in training unqualified and underqualified elementary teachers in Namibia. Results found that western approaches to teacher reflection could not be used productively with Namibian teachers unless there…
Descriptors: Action Research, Change Strategies, Educational Change, Elementary Education