Search results for: Reflective teaching
Page 2/8 75 items
Reflective Practice as “Enrichment”: How New Early Childhood Teachers Enact Preservice Values in Their Classrooms
This study followed a cohort of new early childhood teachers from preparation into their first year of teaching, giving voice to their challenges and triumphs, and insight into the elements of their preparation program which they continued to value and build on in their classroom practice. The findings revealed that participants’ perceptions on those elements of the program which best guided their decisions in practice, such as reflective thinking about their daily work and child observation and inquiry. Overall, although the participants expressed feeling less prepared in terms of specific curricula which aligned with their particular teaching settings, they seemed to feel most prepared in those skills that can be applied broadly across a wide variety of classrooms and educational contexts, such as observation, reflection, and differentiation.
Updated: Mar. 09, 2016
In this article, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms.
Updated: Jul. 07, 2015
The purpose of this article was to understand the importance of providing teacher candidates with opportunities to critically read and reflect on theory and research. The author designed an assignment, Quadruple Entry Journals. The author explains the pedagogy followed when implementing Quadruple Entry Journals with teacher candidates. Their feedback showed that when theory and research are cooperatively analyzed by teacher candidates, they better understand the connection between theory and practice, thus creating a deep understanding of what to teach and how to teach.
Updated: Apr. 15, 2015
Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Science
The author investigates the role curriculum-dependent and curriculum-independent factors play in influencing preservice elementary teachers’ adaptation of science curriculum materials to foster inquiry-based science. The findings suggest that the initial inquiry-orientations of science curriculum materials do not significantly influence preservice elementary teachers’ adaptation of them. These findings suggest that while preservice elementary teachers are capable of adapting science lesson plans to make them more inquiry-based, an individual teacher may be more or less inclined to engage in adaptive processes based on other factors beyond how inquiry-based a science lesson plan is to begin with. Furthermore, the findings provide evidence that preservice elementary teachers are positively inclined toward the adaptation of science curriculum materials.
Updated: Oct. 05, 2014
This study explores how interns’ video-based reflections provide evidence that the use of video records of teaching interns’ promotes the development of critical reflection around instruction and learning. Key findings suggest that the existing literature on reflection suggests that beginning teachers rarely, if ever, reflect on issues related to instruction and learning, reflection on instruction and learning can emerge early in a novices’ development when video is used as a mediating tool.
Updated: May. 26, 2014
This study explored the development of preservice chemistry teachers’ reflective skills as they were involved in web-based portfolio construction as part of their teaching practicum course. The authors proposed a set of reflection-based tasks to enrich preservice science teachers’ internship experiences.The findings showed that the participants demonstrated high- and low-level reflective skills in each reflection task. Moreover, the authors identified a statistically significant increase in the frequency of high-level indicators from the first to the second reflection task. In addition, the participants perceived the web-based portfolios as tools that allowed easy access and the development of better portfolio artifacts.
Updated: Mar. 05, 2014
This article explores the challenges experienced by teacher educators promoting reflective practice in a large group setting, using reflective verbalisation as an organising framework. This study undertaken in a university in the Republic of Ireland. The findings reveal that the participants indicated that their experience of the module enabled them to use a reflective approach to new situations which arose in their classrooms. In addition, the participants indicated that the module had facilitated their capacity to reflect on and develop their own ideas about teaching and curriculum. However, participants did not feel that the module allowed them to explore with staff and fellow students specific curricular and/or classroom issues which they were experiencing in the practicum.
Updated: Feb. 05, 2014
Privatization, Illumination, and Validation in Identity-Making within a Teacher Educator Research Collective
This article reports a collective self-study by seven teacher educators at the University of Canterbury, New Zealand. As the authors individually engaged in self-studies of their personal teacher education practices, they also were participating in a group self-study of their collaboration to better understand the effects of their collaborative endeavor on them individually, as well as how their work together affected them collectively. Through the conversations and inevitable comparisons with known others that the authors make and encourage in studies conducted this way, they are encouraged to reflect on their own uniqueness as professional selves. At the same time, they are also reminded of the collective values that they share as a professional community.
Updated: Jan. 13, 2014
In this collaborative self-study, the authors were interested to examine their own transition from doctoral students to assistant professors. Data revealed three turning points highlight the impact of the authors' new roles on all aspects of their practice as teacher educators and their thinking about teaching and teachers. The first turning point speaks to how the authors were challenged to reframe what counts as quality teaching in the academy. The second turning point revealed the authors' feeling that it is important to be strategic about the research they conduct to ensure sufficient opportunities for publication. Finally, the third turning point was an expression of the pressure the authors felt to do an outstanding job at each of the three components of their roles: teaching, research, and service.
Updated: Dec. 10, 2013
The main goal of this self-study was to determine the extent to which an instructor's pedagogical knowledge and practice would be enhanced though the use of Just-in-Time Teaching. The findings reveal that the JiTT strategy has indeed strengthened many areas of the instructor's pedagogical content knowledge. The JiTT activities allowed the instructor to assess easily the prior understandings of her students so that she could better address any misconceptions or gaps in their science knowledge. The in-class follow-up to each activity also forced the instructor to expand her understanding of instructional methodologies. Finally, the findings reveal that the JiTT strategy has indeed strengthened many areas of the instructor's pedagogical content knowledge.
Updated: Dec. 01, 2013