Search results for: Reflection
Page 23/27 267 items
Video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices. Video annotation tools offer the potential to support both the reflection and analysis of one's own teaching with minimal video editing as well as the ability to associate captured video with related student and teaching evidence. In this article, the authors compare and contrast emerging video annotation tools and describe their applications to support and potentially transform teacher reflection.
Updated: Mar. 23, 2009
This article reports on the results of an action research study. The study used reflective teaching of a social studies methods course at a major Southwestern university in 10 course sections over a four-semester period. Throughout the study period, elements of those strategies altered to better meet the needs of preservice teachers and take advantage of technological innovations.
Updated: Mar. 11, 2009
In this paper, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. Furthermore, a typology of six reflection possibilities is produced. Empirical support for this typology was gathered via interviews with 11 experienced secondary school teachers.
Updated: Feb. 18, 2009
Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum
A related study found a number of changes in the reflective stance of preservice teachers using a video case curriculum in a mathematics methods course.The quasi-experimental study reported here explores to what extent these changes in reflective abilities can be attributed to the video case curriculum. The study compares the reflective skills of this group of preservice teachers to a group of their peers who were enrolled in the course before such a curriculum was introduced as an instructional tool.
Updated: Feb. 11, 2009
Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers
This article describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests.
Updated: Feb. 04, 2009
In this paper, the authors explore the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. The authors draw on the personal narratives of preservice science teachers enrolled in science instruction courses.
Updated: Feb. 04, 2009
In this study, the authors examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are examined in relation to reflective thinking and teacher identity.
Updated: Jan. 28, 2009
The article is based on a research and development project conducted in a Norwegian lower secondary school. The purpose of the text is to show how a project involving a researcher and a teacher team encourages the teachers to reflect on teaching processes. Furthermore, the text also aims to show what the form and content of such reflection processes could be.
Updated: Jan. 21, 2009
Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms
Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analyzed.The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.
Updated: Jan. 19, 2009
This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching.
Updated: Jan. 19, 2009