Search results for: Reflection
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In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations.
Updated: Oct. 01, 2009
From Lesson Plan to New Comprehension: Exploring Student Teachers' Pedagogical Reasoning in Learning about Teaching
The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. 22 Primary science student teacher participants were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply .
Updated: Oct. 01, 2009
This article presents a teacher education approach that focuses on providing student teachers with an explicit theoretical framework with which to understand and examine their teaching and practice. The authors first discuss the main principles and aspects of the program in which they teach. To understand the authors' approach to teacher education, they provide some context information about the specific program. To illustrate their approach, the authors present the final task which involves an examination of the student teacher's own teaching practice and underlying perceptions. The authors conclude that their approach provide a theoretical framework for student teachers to understand and examine their practice.
Updated: Sep. 24, 2009
The reflective and interrogative processes required for developing effective qualitative research questions can give shape and direction to the study. In qualitative studies, the ongoing process of questioning is an integral part of understanding the lives and perspectives of others. This paper addresses both the development of initial research questions and how the processes of generating and refining questions are critical to the shaping of a qualitative study.
Updated: Aug. 31, 2009
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Updated: Jul. 20, 2009
In an effort to promote a critical reflective stance in the beginning teacher, this study developed an instructional model for preservice teachers at the undergraduate level. The authors' assumptions were that this assignment would help student teachers develop a readiness to engage in professional inquiry and that it would foster the development of a professional practice based on a critical reflective stance. The sample consisted of students in two sections of a student teaching seminar course taken during their last semester of undergraduate course work.
Updated: Jul. 09, 2009
As part of an elementary science methods course, 40 preservice teachers were asked to reflect on and respond to narrative vignettes describing a teacher’s decision making with regard to lesson plans. Results suggest that descriptions of teaching situated in lesson plans can promote productive reflection for preservice teachers.
Updated: Jul. 08, 2009
This critical analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. SEL refers to programs that attempt to enhance EI and emotional literacy and/or the development of what are perceived to be fundamental social and emotional skills and competencies. For this review, the author focuses on the practitioner-oriented literature in SEL, using both print and Internet sources. While currently stressing links between SEL and academic achievement, program literature also places emphasis on ideals of caring, community, and diversity.
Updated: Jul. 01, 2009
This article explores the process through which a group of preservice early childhood/early childhood special education students examined their own beliefs about quality teaching and learning. Students' reflections and actions are illuminated through a careful individual and cross-case analysis of field-based journals. The students considered that there are multiple ways to teach and learn, and realized that their own understandings of quality teaching must be informed by the children they teach.
Updated: Jun. 11, 2009
This article describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education program. The authors used a rubric presented by Ward and McCotter, (2004) and supported by an online discussion forum. This rubric was used in a meta-analysis activity where students identified the quality of critical reflection in their lesson evaluations.
Updated: Jun. 03, 2009