Using the Reflective Approach in a teaching Practicum

Abstract

This paper explores the benefits of using a reflective approach in a teacher development programme at the post-graduate level in Bangladesh. The teaching practice component, which followed a reflective approach, aimed at raising awareness of issues related to teaching and learning. Based on a small scale study, the paper also highlights the benefits of maintaining portfolios, both from trainee teachers’ and supervisor’s perspectives. The implications for pedagogy focus on the kinds of insights that may be gained by trainee teachers in the process of reflective teaching.