Search results for: Teachers' reflections
Page 1/2 12 items
Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations
Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.
Updated: Aug. 03, 2022
Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers
This collaborative self-study explored three graduate students’ perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The study consisted of four qualitative forms of data collection. First, the researchers interviewed participants regarding their experiences viewing, editing, and sharing their videos. Then, they examined participants’ written reflections of their lesson demonstration, focusing on best practices for teaching English learners (ELs). Using the constant comparative method, they coded the interview transcripts, participant reflections, and instructor feedback. Researchers performed a document analysis of course materials (e.g., instructions, rubrics, lesson plan templates) to better understand and contextualize participants’ perceptions of the lesson demonstration process within the course. The findings indicated that participants benefited from the process in a variety of ways, while experiencing minimal or no challenges. In reviewing and editing the footage, participants expressed how they were able to view their teaching from a new vantage point and identify unique opportunities for future growth from other professional development strategies. Due to participants’ limited sharing of the video, this stage of the process was not fully explored.
Updated: Dec. 05, 2021
Tutors have an important teaching role in higher education (HE), but rarely receive professional development beyond one-off generic workshops or seminars. Any feedback on their teaching is typically in the form of an evaluation, rather than focussed on enhancing tutors’ teaching practice. To address this gap, the authors devised a professional development programme that incorporated video-recorded observations, informal student feedback, self-reflection, and peer mentoring. Twelve tutors and six mentors participated in the programme. Data included focus group interviews and audio-recorded meetings between mentors and tutors. Benefits to tutors included enhanced self-reflection, collegiality, increased confidence in teaching ability, and positive outcomes for their students’ learning. The interdisciplinary pairing of tutors and mentors resulted in dialogue that was non-evaluative, supportive, and collegial. The authors argue that video-recorded observations combined with peer mentoring and student feedback can enhance teaching quality by providing tutors with contextual, relevant, and individualised professional development.
Updated: May. 15, 2021
Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothesised needs at five intervals during a ten-day field experience. The average fulfilment rates and development trends show differences among the four dimensions, suggesting the presence of lower- and higher-order needs. Significant correlations between need fulfilment and success indicators, such as learner satisfaction, learning gain, teacher self-efficacy and level of self-reflection, are also found. The results highlight the relevance of high rates of need fulfilment right from the start of the field experience.
Updated: May. 13, 2021
Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations
The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. From the thematic analysis of the reflections, several recommendations were put forward by the pre-service teachers. They advocated for dedicated time to develop data collection, analysis, and visualisation skills and that these skills should be embedded in their degrees. Their reflections articulate the need to have a strong set of data related skills and competencies in order to be able to engage with professional practice.
Updated: Apr. 06, 2021
This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds. Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas.
Updated: Mar. 17, 2021
Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge
This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful events and student teacher reflections. Pearson’s chi-square test was used to compare the differences in types of practical knowledge that student teachers communicated when reflecting on meaningful events. Results indicate that video recordings facilitated the selection of meaningful events related to various aspects of teaching. Moreover, reflecting on empowering events advanced theoretical reasoning, while reflecting on challenging events advanced artefacts: i.e. knowledge that could guide student teacher actions in various teaching situations. Therefore, this study offers valuable insight into the kinds of knowledge student teachers construct in their teaching practice.
Updated: Oct. 23, 2020
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
The authors investigate the methodological possibilities of dual observation and 'inter-reflexive' interpretation as they have experienced this in a longitudinal ethnographic case study of music teaching and learning in an English Cathedral Choir School. The authors' goal is to understand the ways in which their particular historical, social and cultural perspectives lead them to partial yet complementary sensings, seeings, hearings and feelings in this setting.
Updated: Aug. 31, 2009
The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-based Discussion
This article reports on the Video Viewing Task (VVT), an assessment designed to measure teachers' developing understanding of two reading comprehension instruction approaches: Reciprocal Teaching (Palincsar& Brown, 1984)) and Questioning the Author (Beck, McKeown, Hamilton, & Kucan, 1997). The VVT consists of video excerpts that teachers view and comment on during their viewing. The VVT also includes a series of questions to guide teachers' reflections after viewing.
Updated: Mar. 31, 2009