ABSTRACT

This paper reports on the process of understanding myself and my pre-service teacher education students better through my lecture reflections and deliberations with critical friends as I taught a South African film entitled Tsotsi. Conversations with colleagues deepened my analysis as I was challenged to revisit my musings on lecture reflections, and to probe facets of my background that influenced my responses to students. At the outset, I believed that my learning lay in the film. I now realise that I could have engaged in the process with any text. My learning happened not through the film, but in beginning to understand how my socio-cultural background influences my pedagogy. My reflections along with colleagues’ comments served as the link between myself and my classroom practice. I explore the question: What did I learn about myself in relation to my students through lecture reflections and my engagements with colleagues?

摘要

本文报道了我在教授一部名为 Tsotsi 的南非电影时，通过我的演讲反思和与批评朋友的讨论，更好地了解我自己和我的职前教师教育学生的过程。与同事的对话加深了我的分析，因为我被要求重新审视我对讲座反思的思考，并探究我的背景中影响我对学生的反应的各个方面。一开始，我相信我的学习在于电影。我现在意识到我可以用任何文本参与这个过程。我的学习不是通过电影，而是开始了解我的社会文化背景如何影响我的教学法。我的反思以及同事的评论充当了我与课堂实践之间的联系。我探讨了这个问题：