Search results for: Reflective teaching
Page 6/8 75 items
Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort
This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties. The author concludes with suggestions for how this framework can inform future research and dialogue in the teacher education community.
Updated: Jul. 13, 2010
A Grounded Theory of Propective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. The participants were enrolled in their third year of a 5-year education program in an Ontario university in Canada. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession. The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards.
Updated: Jun. 29, 2010
This self-study explores the author’s mediation as a literacy teacher educator in the context of a professional development undertaking that involved developing and leading an early school years literacy course. The author examines the tensions that arose in the light of her own professional history and explore ways that the tensions led her to reconcile conflicting messages through processes of reframing. This self-study advances knowledge about teacher education in terms of its role in mediating connections between research, policy and practice, identifying some of the tensions that occur in this mediation and illustrating how, as teacher educators, we can use these tensions to reframe our mediation.
Updated: Jun. 20, 2010
This article examines the author’s three-year journey developing a personal pedagogy of teacher education. As an autobiographical self-study, nodal moments are revealed that raise and reflect the tensions the author experienced and the challenges the author encountered. The author argues that teacher educators, particularly those teaching part time, need to be supported in learning how to facilitate identification of their own and teacher candidates’ beliefs about teaching.
Updated: Jun. 20, 2010
Although video self-analysis has been used for years in teacher education, the camera has almost always focused on the preservice teacher. In this study, the researcher videotaped eight preservice teachers four times each during their student-teaching internships. Their perspectives both before and after watching DVDs of themselves and their students' responses provided the qualitative data for this study. Findings indicate that the participants strongly believe in the effectiveness of video self-analysis to help them notice classroom interactions.
Updated: Jun. 13, 2010
As teacher educators, the authors have observed that knowledge alone does not lead to the kinds of thoughtful teaching they strive for.The authors address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. The authors provide four perspectives, each drawn from areas in which the authors conduct their research, and suggest a need to move beyond knowledge in teacher education. Their aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same.
Updated: Apr. 27, 2010
Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-related Knowledge
The purpose of this self-study is two-fold. Firstly, to aid in redressing the lack of attention given to the professional development of teacher educators; and secondly, to show that an attitude of self-directed inquiry combined with elements of reflective teaching enabled the author’s professional development. Specifically, the report shows how the author built practical or work-related knowledge in how to encourage the participation of a language-minority student in classroom discussions, differentiated instruction and learning and collaboration with colleagues.
Updated: Apr. 11, 2010
Teacher Training by Alternating Classroom Work and Work Analysis: From the Perspective of a Social Conception of Meaning and Action
This article investigates teacher training by the alternation of classroom work and work analysis. The links between these two professional situations have been identified and analyzed from the perspective of a social conception of meaning and action. This approach allows the development of professional activity in preservice teachers (PTs) to be assessed by tracking how the reflective tools acquired in training evolve in work and/or work analysis situations. The concepts of 'meaning' and 'expectation' are helpful in discussing the empirical data from a research program designed to evaluate the potential for PTs' professional development offered by the alternating work/analysis programs of French University Institutes of Teacher Training.
Updated: Jan. 31, 2010
The Impact of Collaborative Video Analysis by Practitioners and Researchers upon Pedagogical Thinking and Practice: A Follow-up Study
The 'T-MEDIA' project analysed and documented how teachers exploit the use of projection technologies - data projectors and interactive whiteboards (IWBs) - to support learning in secondary-school subject lessons. The research involved collaboration between university researchers and eight UK secondary teachers in four subject areas. This article reports on a follow-up study carried out one year after the collaborative analyses in order to assess: (1) the subsequent impact upon teachers' own pedagogical thinking and practices; and (2) the extent to which the ideas and practices they developed had been shared with, taken up and adapted by their colleagues and schools.
Updated: Jan. 31, 2010
In the phenomenological study from which this theoretical article derives, 18 middle school teachers were asked to describe moments when they recognized and responded to a student who did not understand something during an instructional activity. Based on his data analysis, the author identified an essential meaning structure and 10 patterns of meaning that describe the structure. In this article the author explicates the essential meaning structure, highlights the patterns of meaning which were identified, and then illuminates one of the four patterns of meaning specifically related to recognition - perceiving body language. In doing so, the author could then reflect theoretically and practically on this aspect.
Updated: Jan. 31, 2010