Search results for: Reflection
Page 13/27 269 items
Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection
This case study examines the potential of technology integration teaching cases to develop preservice mathematics teachers’ Pedagogical Technology Integration Content Knowledge (PTICK). A cohort of eight mathematics education students was enrolled in a technology integration course at a large southeastern university that emphasizes pedagogy. The findings indicated the development of PTICK as a whole and individual aspect of PTICK. The researchers observed enhanced pedagogical knowledge and reflective knowledge during the study.
Updated: May. 27, 2013
This article is a reflexive account of the use of critical social theory within the author's practice as an action researcher. The author discusses how a selective deployment of key constructs from the work of Jurgen Habermas has supported my work as a second-order action researcher. The author demonstrates how these constructs can help deal with the practical and theoretical tensions faced when supporting groups of action researchers. The author focuses on one of the key issues faced by any external agent trying to work within such groups: how to avoid imposing their own agendas and interpretations.
Updated: Apr. 28, 2013
This article describes a critical and creative reflective inquiry (CCRI) structure and processes, as well as participant evaluations. CCRI has a three-phased structure: descriptive, reflective, critical/emancipatory. The CCRI method created a communicative space for leaders to critically reflect, feel supported and develop knowledge and skills that they could immediately apply to daily leadership practice. Skilled facilitation was found to be essential for enabling learning and efficacy and the use of creative expression enriched the inquiry, offering new and unexpected insights.
Updated: Apr. 28, 2013
The current study examined whether blogging could be an effective vehicle to support preservice teacher critical reflection. The participants were 10 preservice teachers enrolled in a science teacher methods course at a public university in the southeastern United States. The findings reveal that thirty-nine percent of blog entries were at the non-reflection or understanding levels, and 61% of the blog entries were at the reflection or critical reflection levels. Furthermore, thirty-one percent of the reflections made about observations of the cooperating teacher were at understanding level.
Updated: Apr. 22, 2013
This paper reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students’ perceptions, about their classroom environments. This case study helped the authors to gauge the extent to which action research based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom learning environments.
Updated: Mar. 24, 2013
The study focuses on pre-service teachers’ reflection processes in four different contexts during their subject teaching practicum: (1) reflections on lessons, (2) pupil observation, (3) research reading, and (4) autobiographical context. The data consist of 53 pre-service teachers’ mathematics portfolios, from which the authors purposively selected three for closer scrutiny. According to the results, the breadth and depth of the pre-service teachers’ reflection processes greatly varied. Furthermore, the mathematics autobiographies revealed how the students had constructed their mathematics pasts and what they had learnt from their earlier experiences of teaching mathematics.
Updated: Mar. 20, 2013
This reflective, descriptive study documents the pedagogical practices of three professors during a two-week summer PD program on inquiry-based science instruction. Data analyses indicated that implementation of the learning cycle lessons varied among the professors.
Updated: Feb. 27, 2013
Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development
This qualitative case study examined K-8 in-service teachers’ interactions with pedagogical contexts in a chemistry professional development course.
Updated: Feb. 27, 2013
Developing Communication Competence Using An Online Video Reflection System: Pre-service Teachers’ Experiences
This study examines how interactive video and web-based technologies can be used to improve pre-service teachers’ communication competence and reflective thinking. The study also explores the learning processes and systematically evaluates the Video Reflection system from the students’ perspective. The authors conclude that the stages between presentations developed pre-service teachers’ cognitive communication competence. Development of cognitive communication abilities coupled with iterative cycles of practice developed pre-service teachers’ behavioral capabilities.
Updated: Feb. 13, 2013
This article describes recent changes in a social studies teacher education program and the role Web 2.0 tools played in developing meaningful activities centered on the development of sound technological pedagogical content knowledge (TPCK). As the project developed, it became apparent that the creation of the class digital flexbook operated along five distinct phases: awareness, analysis, collection, design, and reflection.
Updated: Jan. 27, 2013