Search results for: Reflection
Page 14/27 269 items
The authors argue that it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. The authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These dimensions include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions.
Updated: Dec. 30, 2012
This article describes a multi-layered series of reflection processes which were developed by the authors, a lecturer and a school teacher, worked together in a collaborative action research project. The authors conclude that they have identified that key characteristics were collaboration discussions, stimulation from action research literature and the crucial role of the practitioner in developing knowledge.
Updated: Dec. 25, 2012
It's Not About Logic, It's About Logics of Practice: A Case Study of Teacher Education Reform in New Zealand
This article focuses on the anticipations, experiences and reflections of a group of teacher educators during a period when the colleges of education were being merged into the universities in New Zealand. The group was consisted of five experienced, curriculum-specialist teacher educators from a former college of education, and three faculty leaders. The actions of the group were monitored over a period of three and a half years.
Updated: Dec. 25, 2012
An Integrated Research Course Sequence: Empowering Teacher Candidates to Become Researchers in their Classrooms
In this paper, the author examines an attempt to empower teacher candidates to become researchers in their own classrooms through an integrated research course sequence in the Masters of Arts in teaching program at Quinnipiac University. The author identified four recurring themes that shed light on some of the strengths and weaknesses of the research course sequence at Quinnipiac.
Updated: Dec. 11, 2012
The authors developed a professional development program (PDP) focusing on scaffolding. The PDP was based on a model of contingent teaching consisting of three steps: diagnostic strategies, checking the diagnosis and intervention strategies. The authors analyzed the development of four social studies teachers’ scaffolding knowledge, use of scaffolding in practice and reflections on practice.
Updated: Nov. 28, 2012
Reflection through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships
This article examines the role that discomfort and resistance played in the experiences of participants by using online communication technologies to facilitate mentor relationships with high school students in writing. The authors argue that the Online Writing Partnership provided the future English teachers in this particular case an opportunity to feel uncomfortable with their approach to student writing during a period when they were not responsible for it and in contexts that were supportive of approaching writing as a process.
Updated: Nov. 27, 2012
This article reflects on the challenges and benefits of multidimensional collaboration in an action research study to evaluate and improve preoperative education for patients awaiting colorectal surgery. Three cycles of planning, acting, observing and reflecting were designed to evaluate practice and implement change in this interactive setting, calling for specific and distinct collaborations.
Updated: Nov. 26, 2012
A collaborative inquiry into how to improve the well-being of children was run over six months, as a partnership between Liverpool Hope University and a local authority Children’s Services. The collaborative inquiry was based on a living theory approach to action research in which practitioners became increasingly aware and reflective of their moment-by-moment practice.
Updated: Nov. 26, 2012
This study explores what is advocated and disseminated as reflection about teaching to teachers in professional development journals. The authors conducted a discourse analysis of 122 articles that dealt with teacher reflection. These texts were published in two popular educational journals in Spain: Notes on Pedagogy and Educational Innovation Journal. The authors found four biases in what is conveyed to teachers about reflection.
Updated: Oct. 31, 2012
This article describes how a cluster of nine secondary science teachers and lecturers from five schools and colleges in the United Kingdom designed and undertook small-scale action research projects as an approach to their own continuing professional development. Teachers were particularly encouraged to use audio reflections, a paper-based learning and evaluation tool, and an online hub in an attempt to stimulate and structure their reflections critically about what was taking place in a given situation during their designed interventions.
Updated: Oct. 29, 2012