Search results for: Reflection
Page 25/27 267 items
The purpose of the study is to compare the outcomes of reflecting on difficult problematic experiences with those of reflecting on positive experiences. The authors focused on three outcome areas: the content of teachers' resolutions after reflecting because decisions need to be productive, their motivation to act on their decision because teachers need to implement their decision because teachers need to implement their resolutions, and the emotions they have during the process of reflection because emotions are very influential to thinking and learning. In an exploratory study, 16 student biology teachers were asked to reflect on two problematic and two positive teaching experiences and to take notes during the reflection process.
Updated: Nov. 20, 2008
Alternative Mentoring of Street Girls in Bangladesh: New Identities and Non-traditional Opportunities
The article describes how mentoring and female role models enhance self-worth and for adolescent girls. The project involved low socio economic girls from Bangladesh. Qualitative data was collected from participant diaries, focus group discussions, and mentor and participant interviews were conducted.
Updated: Nov. 17, 2008
This article uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment.It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons.
Updated: Nov. 09, 2008
An Exploration for a Critical Practicum Pedagogy: Dialogical Relationships and Reflections among a Group of Student Teachers
Student teachers' potential to change and reflect on their activities can be positively influenced by the opportunities created in teacher education programs. This paper explores an educative opportunity with the researcher and his practicum advisees by facilitating a continuum of reflective school-based activities through a dialogical relationship.The action research was an exploratory practicum pedagogy in which the researcher, as a teacher educator practitioner, and eight student teachers as pedagogical and research participants, seized opportunities of collaboration and dialogical relationships.
Updated: Oct. 06, 2008
Critical Reflections of Action Research Used for Professional Development in A Middle Eastern Gulf State
This article describes and critically reflects on an action research project used for professional development purposes in a Middle Eastern Gulf State. The aim of the project was to improve professional development experiences for a group of in-service teacher educators, who were English as Second Language advisers. The initial discussion highlights different ideological and methodological approaches to action research and identifies core characteristics that were framed to evaluate the project. Second, the background to the local context is described followed by the action research project, the methodology and outcomes.
Updated: Oct. 05, 2008
The Making Learning Visible project described in this article provides opportunities for teacher candidates to observe children at work and play; formulate questions about what they have seen; advance opinions about meaning; analyze issues; confront biases; and develop ideas for future practice. Observation and documentation are integral to the early childhood classroom. Observation provides the information necessary for adults to build meaningful relationships with individual children.
Updated: Sep. 01, 2008
When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on their Own Classroom Discourse
This article explores the impact of an innovative methods course designed around the activity of student teachers’ reflections on their own classroom discourse, for their understandings of the connections between theory and practice. It engages in a foreign language pre-service teacher education in Israel, and a larger study abroad.
Updated: Jul. 30, 2008
This article explores a two-year portfolio initiative' in a British elementary school. It describes the teachers resistance, and the factors that contributed to its acceptance. Factors contributing to the success, included the student-centered focused for the portfolio, and the statements that were important for the teachers to make.
Updated: Jul. 30, 2008
A reflection in the portfolios of student teachers was conducted. 39 learning portfolios were analysed through theory on learning activities. When looking back on their development as teachers, the students discussed individual experiences which had been important to them, as well as making connections between different experiences over a period of time. The student teachers made less use of the portfolios to gain a better understanding of situations and developments that had occurred.
Updated: Jul. 27, 2008
Teacher educators must examine how technology selection facilitates and constrains the learning outcomes of the courses they teach. This article introduces a process for selecting and evaluating technologies that meet the important principles of each learning task.
Updated: Jul. 14, 2008