Search results for: Reflective practices
Page 4/5 46 items
Supporting the Technology-Enhanced Collaborative Inquiry and Design Project: A Teacher’s Reflections on Practices
This study aims to analyze how an elementary school teacher supported the collaborative inquiry practices within her classroom. The Artifact Project was designed to support students’ developing an understanding of Finnish culture and the role and diversity of artifacts, and it was divided into three phases – ‘The Past, the Present, and the Future of Artifacts.’ The researchers and the teacher designed the overall frame of learning by setting up the basic infrastructure. However, the teacher was responsible for the implementation of the projects and its specific activities.
Updated: Oct. 22, 2012
This paper is a study of one teacher’s reflections on a sequence of algebra lessons at the secondary school level. Furthermore, the paper explores a range of theoretical issues about identity construction, about knowing, and about effective practice.
Updated: May. 26, 2011
This article reports a study that examined the reflective practice of three beginning secondary mathematics teachers participated in a one-year university teacher education program and concurrent professional fieldwork experience or practicum. Results show some improvement in the participants' ability to reflect on their teaching during the practicum, while also highlighting the importance of the practicum school context in their professional formation and professional development.
Updated: Nov. 30, 2010
This article explores narrative inquiry practices in pre-service teacher education program. 30 teacher candidate participants participated in this 4-year longitudinal study. The study considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time.
Updated: Nov. 29, 2010
Supporting Professional Learning through Teacher Educator Enquiries: An Ethnographic Insight into Developing Understandings and Changing Identities
The purpose of this paper is to share how pedagogic practice nurturing an Enquiry Design learning community can support teacher educators, enhancing their research understanding and developing their researcher identity through a socially mediated educative process. The findings of the study indicate how a social constructivist approach to teaching research design can support teacher enquiries focused on a range of issues including developing the nature of reflectivity, enhancing professional learning, emancipating practice, enhancing constructive collaborative discussions, improving problem-solving pedagogy, making judgements about effectiveness of training and supporting affective accreditation.
Updated: Mar. 21, 2010
Understanding our Learners and Developing Reflective Practice: Conducting Action Research with English Language Learners
This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. The study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs.
Updated: Dec. 21, 2009
Preservice teacher reflection provides a means by which to constructively explore the affective domain in teacher preparation. This article draws from two qualitative studies on reflection and technology conducted at an American university to explore the affective domain in teacher preparation.
Updated: Dec. 08, 2009
This paper reports research concerning the effective use of video editing to help cultivate novice teachers' reflective practice. For this study, the authors used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. Given that both groups used the same reflection guide, the authors found that students who developed video vignettes produced longer and more multifaceted reflections.
Updated: Dec. 01, 2009
Beyond Recollection: Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience. They used electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to re-examine and modify teaching conclusions based on classroom evidence, and formulate improvement plans for future implementations.
Updated: Nov. 11, 2009
The wicked and Complex in Education: Developing A Transdisciplinary Perspective for Policy Formulation, Implementation and Professional Practice
The literature on 'wicked issues' does not fully recognize the difficulties with reflective practice and that in education which extols reflective practice, is not aware of the 'wicked' nature of the problems which confront teachers and schools. The article argues for a fresh understanding of the underlying nature of problems in education so that more appropriate approaches can be devised for their resolution. The article also examines the implications for those involved in policy formation, implementation and service provision.
Updated: Nov. 09, 2009