Search results for: Reflection
Page 19/27 267 items
This article describes a collaborative research journey undertaken at the University of Edinburgh. The researchers who undertook the journey were a group of nine teacher educators. The researchers' purpose was to find a research identity in a university department with a strong commitment to training of student teachers but which existed within a university that has a strong reputation for research. The authors used a self-study methodology that focused on their individual experiences. The findings from this self-study reveal that , all the reseachers discovered a new collegiality. The authors also discovered , the tension between an identity as educator with a sense of responsibility to students and that of a researcher.
Updated: Jan. 30, 2011
In this article, the authors describe the challenge of teaching action research within the context of an undergraduate community health psychology module. The module was designed using principles from transformative learning, critical pedagogy and action learning. The module took place over one semester; and 15 students participated in the module. The authors reflect upon the students' experiences in the module and the learning outcomes. The authors conclude by addressing the major challenges involved in teaching action research to increase critical understanding.
Updated: Jan. 23, 2011
In this article, the authors examine the content of reflective journals as written by Deaf pre-service teachers during their semester of student-teaching practicum in a general education classroom with hearing students. The authors found that these student teachers focused on many of the same issues mentioned in the literature on reflective teaching with hearing student teachers-pedagogy, teaching strategies, and relationships with students-and these student teachers often did so by incorporating key elements of Deaf culture into these categories.
Updated: Jan. 09, 2011
This article provides an account of professional learning in action. The authors documented the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices.
Updated: Nov. 29, 2010
Committed White Male Teachers and Identifications: Toward Creative Identifications and a “Second Wave” of White Identity Studies
This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates respondents' identifications as they emerge in life histories. Critiquing, engaging, and extending scholarship on White teachers, this reflection reveals respondents' recodings of White identifications and articulates how these recodings become useful in classrooms. Specifically, respondents recode bounded identifications, at times in progressive ways, using alternative media, illegal drug experiences, process spirituality, and other cultural resources in processes of “self” identification.
Updated: Nov. 23, 2010
Masks as Self-study. Challenging and Sustaining Teachers’ Personal and Professional Personae in Early–mid Career Life Phases
The article illuminates three early–mid career teachers’ self-study inquiries, focusing on mask work. Through mask inquiries, the teachers constructed, deconstructed and disclosed to themselves narratives of personal/professional identity. Subsequent improvisation with their masks is shown to engage teachers emotionally with tensions and dissonances within and between their various personae and personal, professional and political contexts at each of their respective career life phases.
Updated: Oct. 17, 2010
International Teacher Professional Development: Teacher Reflections of Authentic Teaching and Learning Experiences
This paper examines 21 biliteracy teachers who studied and taught in schools through an eight-week in-service professional development program with indigenous children in the state of Altacomulco, Mexico. Five themes are discussed: globally minded teachers; linguistic and culturally relevant curriculum; passionate pedagogy (amorosidad); community authentic engagement; and political and ideological clarity.
Updated: Oct. 12, 2010
The goal of this study is twofold: 1) to capture differential frequencies of mentor teachers’ reflective moments, as indicators of different levels of consciousness in mentor teachers’ use and acquisition of supervisory skills during mentoring dialogues; 2) the authors explore methods for registering mentor teachers’ reflective moments in mentoring dialogues. 30 mentor teachers from primary education in the Netherlands were participated.
Updated: Sep. 07, 2010
Stimulating Teachers' Reflection and Feedback Asking: An Interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership
The purpose of the study was to investigate how teachers' reflection and feedback asking can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. Data were collected from a survey completed by 456 teachers from a Dutch College for Vocational Education and Training. The findings show that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking.
Updated: Sep. 05, 2010
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