Source: Journal of Science Teacher Education, Volume 19, Number 5 / October 2008, pages 455-475
This article describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests.
The authors found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. The analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.
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