Search results for: Reflection
Page 7/27 262 items
Teachers’ Reports of Learning and Application to Pedagogy Based on Engagement in Collaborative Peer Video Analysis
The authors explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. The findings revealed that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.
Updated: May. 12, 2015
Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
The purpose of the study was to examine how preservice English teachers in a teacher-education program were thinking about technology in relation to their teaching practices. Specifically, the author asked what goals they had for using those technologies and what meanings those technologies acquired in their classrooms and in their professional development. The findings reveal that two contrasting approaches to the role of technology in the teaching of literacy were identified: one is tool-for-result, and the other is tool-and-result. Although the results show that most of the students had views that placed them within tool-for-result approach, the author suggests that English teachers who adopt a tool-and-result perspective can involve their students in critical participation in relevant discourses.
Updated: Apr. 28, 2015
This paper reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The findings indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching.
Updated: Apr. 15, 2015
Teachers’ Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers’ Reflections on Their Science Teaching Practice
This article examines in-service elementary teachers’ reflections on their science teaching when working with diverse students. The findings provide an understanding of how these teachers examined their teaching and beliefs about their science teaching practice. Participants’ reflections indicated that knowledge of their students’ culture and backgrounds influenced their teaching practices and the focus of their reflections. The authors also found that the participants examined five themes of teaching: (1) navigating the school world, (2) managing the technical classroom, (3) negotiating barriers, (4) nurturing all students, and (5) understanding learning.
Updated: Mar. 25, 2015
This study seeks examine the mathematical knowledge for teaching involved in reflection. The first finding of this study indicates that mathematical knowledge for teaching is involved in reflection and supports the analytic quality of reflection, thus making reflection more productive. The second result is that focus on content promotes knowledge integration. The last finding of this study shows how pre-service teachers’ reflections can provide a diagnostic tool that sheds light on their mathematical knowledge for teaching.
Updated: Mar. 11, 2015
This article is a report on contributions of a critical EFL teacher education course to teachers’ professional identity reconstruction. Three major shifts were observed in the participants' professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of English Language Teaching.
Updated: Mar. 09, 2015
From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form
The goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. The faculty members at a Midwestern U.S. university piloted a new digital classroom observation form to promote a more learner-centered approach to supervision. Results indicated that while teacher candidates felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably.
Updated: Feb. 16, 2015
The purpose of this article is to assess the level of argument and content of student teachers’ reflective writings over the course of two semesters. The results showed that the mean argument levels of students’ reflective essays differed between the two consecutive semesters. The results indicated that it is important to encourage students to focus on the content of the justification, dialogue and transformative learning in their reflective essays.
Updated: Jan. 20, 2015
Promoting Deep Learning in a Teacher Education Programme through Self- and Peer-Assessment and Feedback
The current study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. The study also examined the impact on student learning outcomes within a project based module with a significant design element. The findings reveal that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback.
Updated: Jan. 11, 2015
Delving into the Meaning of Productive Reflection: A Study of Future Teachers’ Reflections on Representations of Teaching
The purpose of this study was to determine how productive future teachers were able to engage in reflections without instructor scaffolding when presented with animations of algebra instruction. The participants posted their reflections on an asynchronous, online discussion with no instructor scaffolding. The authors conclude that this study provides evidence that there are at least three dimensions to reflection: content, connectedness, and complexity. This study provides evidence that connectedness and complexity are not necessarily linked; one could be low while the other is high.
Updated: Jan. 07, 2015