Search results for: Reflection
Page 4/27 267 items
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
This paper reports on a two-year self-study exploring the author's roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. The author was interested in better understanding how and what she can learn from the complexity of her teaching experiences. She examined, when teaching diversity, how she constructed and navigated her roles, how the students constructed and perceived her roles, and how they have transformed her instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity.
Updated: Jan. 02, 2017
This paper introduces an innovative form of assessment for graduate students that is comprehensive, constructive and deeply reflective. Throughout their final semester, students were invited to synthesize and critically and thoughtfully reflect on their learning, to engage in self-assessment, and to take an active role in the conceptualization and design of their Capstone presentations. This product was used as both a personal and professional learning tool, as well as a means of program assessment for faculty.
Updated: Jan. 02, 2017
Utilizing the story as a research tool enables the individual to make unique voice heard and provides information regarding identity. In the education system, we study stories and place the emphasis on beginning teachers. During recent years, hundreds of stories have been collected from teachers in their first year of teaching. The stories were collected by means of a 'call' addressed to those individuals specializing in teaching to participate in a 'story contest'. As a result of the contest, we have collected thousands of stories, all of which enable us to examine the professional reality of beginning teachers in their first year of work. Two processes emerged: (1) the written stories describe and reflect the event that occurred in reality, and (2) the stories construct and shape reality. The processes of reflecting, constructing, and shaping are expressed on two levels: the individual level and the systemic-organizational level.
Updated: Dec. 13, 2016
Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The findings reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching.
Updated: Dec. 06, 2016
This article examines the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The authors argue that this project is an example of evidence-based practice, which identified that it is the creation of the evidence which is important and the shared professional involvement with compelling outcomes for pupils which develops teachers as thinkers, not simply technicians. The experience of reflection and discussion about a shared topic has the potential to develop pedagogical thinking and a profound concern for the results and impact of research.
Updated: Nov. 06, 2016