Search results for: Sanchez Emilio
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This study explores what is advocated and disseminated as reflection about teaching to teachers in professional development journals. The authors conducted a discourse analysis of 122 articles that dealt with teacher reflection. These texts were published in two popular educational journals in Spain: Notes on Pedagogy and Educational Innovation Journal. The authors found four biases in what is conveyed to teachers about reflection.
Updated: Oct. 31, 2012
Teachers reflection on change in their practice were the subject of the research. The study focused on reflection of self-initiated way on their own practice, and reviewed self-generated reflections in reference to models of reflection. Results showed teachers do no work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans).
Updated: Nov. 23, 2008