Programme Saturation and Pupil Lecturers’ Reflective Capabilities

Programme saturation is outlined as using plenty of actions and actions in a programme of examine to help college students studying a number of ideas. One cause for participating on this follow is to allow scholar academics’ studying. Particularly, it enabled and inspired their reflective capabilities.

Examples of reflective capabilities embody the flexibility to look at, body and try to unravel dilemmas of school rooms and colleges. Questioning private assumptions and values held about educating. Attending to the institutional and cultural context, participating in curriculum growth and being concerned at school change (Zeichner & Liston, 1996). Reflective capabilities additionally embody the instructor using and creating cognitive expertise as a method of bettering their follow. Recalling, contemplating and evaluating educating experiences as a method of bettering these sooner or later (Farrell, 2001). It additionally contains the usage of ones’ instinct, initiative, values and expertise throughout educating, and exercising judgement about the usage of varied educating and analysis expertise (Minott, 2009).

There are 5 programme saturation methods used to allow and encourage scholar academics reflective capabilities. These are:

1. The concept of reflection being prominently featured within the philosophical assertion which guides the programme

2. Lecturers speaking about and modelling components of reflective educating

3. Growing and implementing a reflective strategy to scholar observational practicum and debriefing train

4. Reflective educating being a core curriculum module within the programme

5. Educating actions using components of reflective educating

The examine I carried out confirmed firstly, that the saturation of programmes influenced immediately and not directly what the scholars realized about being and turning into reflective practitioners. Amongst many issues, it made them extra self-aware, which is a essential side of reflective educating.

Secondly, whereas the usage of the person saturation actions and actions listed above enabled and inspired scholar academics’ reflective capabilities, it’s their mixed use which resulted within the whole saturation of any programme with the thought of reflection and reflective educating. That is so as a result of, by definition, to attain saturation requires a strategy of offering numerous merchandise or pouring in a big amount of liquid.

Thirdly, whereas the follow of programme saturation enabled scholar academics to develop their reflective capabilities, it goes additional than this by offering the chance for instructor educators to supply genuine studying experiences, to display varied features of reflective educating, and to open dialogue about reflective pedagogy.

I might, due to this fact, encourage instructor educators to make use of programme saturation as a method of enabling and inspiring scholar academics’ reflective capabilities and in the end their studying.


Farrell, T.S.C. (2001). Tailoring reflection to particular person wants: A TESOL case examine. Journal of Training for Educating, 27(1), 23-38.

Minott.MA. (2009). Reflection and Reflective Educating, A Case examine of 4 Seasoned Lecturers within the Cayman Islands. Germany VDM Verlag Dr. Müller Aktiengesellschaft & Co. ISBN 978-3-639-15860-1

Zeichner, Ok. M., & Liston, D. P. (Eds.). (1996). Reflective educating: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

by Dr. Mark A. Minott