International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Reflection
Page 23/27
269 items
221
Action research can be understood as a complex interplay between local circumstances and local research traditions, embedded in their turn in local intellectual-philosophical traditions, national as well as international. In this paper, the authors will reflect on action research issue. They base their reflections on the Nordic tradition of bildung (bildning) and the continental European tradition of pedagogy as human science.
Published: 2009
Updated: May. 18, 2009
222
This longitudinal 5-year study explored work samples and reflections of elementary and secondary preservice teachers in a graduate teacher education program. The study examined (a) to what extent did preservice teachers integrate technology into their instructional planning? (b) to what extent did K-12 students use technologies as a result of preservice teachers’ instructional designs? Findings indicated 85% of preservice teachers integrated technology skills and knowledge in instructional practice with their K-12 students.
Published: 2008
Updated: May. 04, 2009
223
Video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices. Video annotation tools offer the potential to support both the reflection and analysis of one's own teaching with minimal video editing as well as the ability to associate captured video with related student and teaching evidence. In this article, the authors compare and contrast emerging video annotation tools and describe their applications to support and potentially transform teacher reflection.
Published: 2009
Updated: Mar. 23, 2009
224
This article reports on the results of an action research study. The study used reflective teaching of a social studies methods course at a major Southwestern university in 10 course sections over a four-semester period. Throughout the study period, elements of those strategies altered to better meet the needs of preservice teachers and take advantage of technological innovations.
Published: 2008
Updated: Mar. 11, 2009
225
In this paper, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. Furthermore, a typology of six reflection possibilities is produced. Empirical support for this typology was gathered via interviews with 11 experienced secondary school teachers.
Published: 2008
Updated: Feb. 18, 2009
226
A related study found a number of changes in the reflective stance of preservice teachers using a video case curriculum in a mathematics methods course.The quasi-experimental study reported here explores to what extent these changes in reflective abilities can be attributed to the video case curriculum. The study compares the reflective skills of this group of preservice teachers to a group of their peers who were enrolled in the course before such a curriculum was introduced as an instructional tool.
Published: 2008
Updated: Feb. 11, 2009
227
In this paper, the authors explore the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. The authors draw on the personal narratives of preservice science teachers enrolled in science instruction courses.
Published: 2008
Updated: Feb. 04, 2009
228
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.
Published: 2008
Updated: Feb. 04, 2009
229
In this study, the authors examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are examined in relation to reflective thinking and teacher identity.
Published: 2008
Updated: Jan. 28, 2009
230
The article is based on a research and development project conducted in a Norwegian lower secondary school. The purpose of the text is to show how a project involving a researcher and a teacher team encourages the teachers to reflect on teaching processes. Furthermore, the text also aims to show what the form and content of such reflection processes could be.
Published: 2008
Updated: Jan. 21, 2009