Search results for: Reflection
Page 3/27 262 items
This study examined the support, instruction, coursework, discussions, field and clinical experiences, and critical reflection that took place within a precollegiate Urban Teaching Academy (UTA) magnet program located in a southeastern school district. Two major themes emerged with sub-themes undergirding each. The first theme of disparate program-based experiences highlighted the three unique structures each teacher implemented to expose their students to the realities of teaching, which included their emphasis—or lack thereof—on coursework and field and clinical experiences. The second theme of student reactions to their learning experiences expressed the three differentiated curricular experiences students encountered.
Updated: Aug. 13, 2017
This study explored how preservice teachers' knowledge and pedagogy is enhanced through participation of online book clubs with third graders. Findings reveal that the role of digital book clubs offered benefits including communication with authentic audience, increased think time for response, and improved motivation and engagement.
Updated: Aug. 09, 2017
This paper presents a design for supporting theory–practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and student teachers, and participating in the long-term development of pedagogical practices. The results show that the student teachers who participated in the thematic practicum used theory more frequently in their reflections. Moreover, their theory–practice connections were more robust than those made by student teachers who participated in the conventional practicum.
Updated: Jul. 09, 2017
The Use of Questions within In-The-Moment Coaching in Initial Mathematics Teacher Education: Enhancing Participation, Reflection, and Co-Construction in Rehearsals of Practice
This article examines how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching.
Updated: Jul. 09, 2017
The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills
The goal of this study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills. Thirty-six teacher candidates with similar prior experience were divided into two groups. Both groups self-reported significant improvements in their teaching ability, but only the treatment group demonstrated significant growth in reflective ability and instructional skills over time.
Updated: May. 11, 2017
In this article, the authors review the use of video technology in teacher initial and continuing professional development.The authors' purpose was to review the international literature base in order to evaluate what is currently known about the impact of video technology upon the development of teacher professional knowledge.
Updated: May. 03, 2017
A Discursive Psychology Approach to the Study of Pre-service Teachers’ Written Reflections about Teacher Effectiveness
This paper reports findings from a discourse analysis, informed by a discursive psychology (DP) perspective, of pre-service teachers’ beliefs about teacher effectiveness as constructed in reflective papers. DP treats beliefs as discursive productions that are occasioned by an interactional task and are made visible through discursive features. The analysis highlights the discursive features employed by pre-service teachers as they wrote about teacher effectiveness in relation to their field observations.
Updated: Mar. 22, 2017
Navigating the Complexity of Qualitative Research in Postmodern Contexts: Assemblage, Critical Reflexivity, and Communion as Guides
Through examining related literature and incorporating the author's own experiences, she explores ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers. Such dilemmas include incongruent interpretations between participants and researchers, and participants’ and researchers’ conflicting desires about what should be shared, intercultural (mis)interpretations, rapport issues, and conflicts between research life and home life.
Updated: Feb. 26, 2017
This article reports on a programme which applied the conceptual framework of critical transformative dialogue, developed as a part of the health profession to the context of teacher education. The programme applied the processes of critical transformative dialogue in the development of a series of core skills of teaching with first-year pre-service teachers. Participant feedback following professional placement indicated their acknowledgement of the value of engaging in critical transformative dialogues as a tool for professional learning. The participants responses indicated an appreciation of the opportunities provided to rehearse and engage in dialogue and reflection to support the development of core practices. These rehearsed skills were described as making the participants feel more able to contribute to the overall educational experience of the children in the pre-service teachers’ placement classes.
Updated: Feb. 21, 2017
An Investigation into the Contents and Aspects of College Students’ Reflective thoughts during Field Experience Description of concrete experiences
In this study, the researchers designed and implemented a field experience course based on an experiential teaching method (Boud, Cohen, & Walker, 1993). In addition, the study investigated college students’ reflective thoughts and learning aspects. This study suggested that the concepts established through the experiences do not necessarily develop immediately into active experimentation. These results also presented the challenges faced by students during the process of reflection. Because students’ contents of reflective thoughts were relatively lacking in the aspect of active experimentation, the current study recommended that for future design, educators could focus on how to provide learning experiences that bridge reflection to action for students.
Updated: Feb. 01, 2017