Search results for: Reflective teaching
Page 5/8 75 items
If We Teach Them, They Can Learn: Young Students Views of Nature of Science Aspects to Early Elementary Students During an Informal Science Education Program
The goal of this study was to investigate how explicit-reflective instruction could improve young students’ understanding of Nature of Science (NOS). During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects.
Updated: May. 19, 2011
The goal of this dual level inquiry was to examine the concept of teacher research as a path to professional development. Hence, the authors probe a 3-year professional development initiative known as the Master Teacher Program (MTP). The study analyzes the teacher research projects in each of two cohorts involved in the MTP initiative. Finally, the article discusses of outcomes and themes, such as increased confidence and professionalism, that emerged from this research.
Updated: May. 08, 2011
In a self-study, five Dutch teacher educators carried out their individual studies, while supported by the group of colleagues and by the three facilitators. These facilitators also conducted a self-study of the whole project, particularly focusing on helping and hindering aspects of the facilitation process. In this article, the authors report two of the teacher educators' self-studies, one in the context of foreign language teaching and the other in the context of deepening student teacher reflection. In addition, the authors describe the design and outcomes of the self-study carried out by the facilitators.
Updated: Feb. 20, 2011
The current article reports a self-study where a practitioner and colleagues scrutinize an intervention in teacher education. This research is located as self-study employing design-based methods. The intervention consisted of modifications to an existing secondary teacher education program. The findings revealed that there appear to be two anchors, contextual anchors and conceptual anchors, that operating to inform and enrich reflection among these student teachers.
Updated: Feb. 06, 2011
The current article reports a self-study that used a model of core reﬂection to examine the identity and practices of two teacher educators. The self-study presented in this article was undertaken at Victoria, Australia during the ﬁrst semester of 2008. During three sessions of core reﬂection the authors examined the experiences of one of the participants in relation to her teaching ideals, perceived difﬁculties or obstacles to achieving these ideals, and sense of self as a teacher educator. The ﬁndings from this self-study suggested that the core reﬂection model was a valuable tool for the participants in seeking to understand their practice and to improve their pedagogy, and in turn, to improve their students’ learning in teacher education.
Updated: Jan. 30, 2011
Tale of Two Talents: How Two Early Childhood Teacher Educators Use Peer-Reflection to Examine Their Practices
The purpose of this article is to examine how college professors prepare their lessons for class. Two highly effective teachers engaged each other in peer-reflection as they explored their own methods of lesson preparation. As they conferred with one another, they recognized similarities and examined their differences. Their similarities on seven attributes of lesson preparation were strong; however, on seven facets they differed.
Updated: Sep. 05, 2010
Engaging the Self in Teacher Education: Critical Self-Narratives and the Creation of Educational Communities
In this paper, the author examines taken-for-granted teacher education practices. Furthermore, the author also challenges the deficit model of instruction, which views future teachers as nonparticipants in the creation of the language of their own education. In the examination of these ideas, the author suggests that critical self-narratives are an essential part of professional growth and humanistic pedagogy. At the end, the author describes six personal pedagogical principles that function as the fertile ground in which coconstructed education can flourish.
Updated: Aug. 29, 2010
This study explores the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. Results show little evidence of the development of a more reflective approach attributable to the maintenance of a blog. However review of earlier postings led to some reflective personal and group dialogue.
Updated: Aug. 24, 2010
“Relocating the Personal” to Engender Critically Reflective Practice in Pre-service Literacy Teachers
This case study mapped candidates' responses to a pre-service literacy course. The course was designed with the intent of promoting critical reflection and complex understandings of literacy, teaching, and learning. As part of a broader qualitative case study including 71 participants over 8 months, this paper focuses on data gathered from 7 candidates. The analysis confirmed the effectiveness of certain conditions created in the course while pointing to a need for further attention to issues of power and the unconscious in learning to teach literacy.
Updated: Aug. 17, 2010
The Challenge of Involvement in Reflective Teaching: Three Case Studies from a Teacher Education Project on Conducting Classroom Discussions on Socio-Scientific Issues
The goal of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analyzing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed and characterized. The authors posit that each teacher benefited from the project according to his or her individual situation, needs and learning style.
Updated: Aug. 17, 2010