Search results for: Reflection
Page 4/27 262 items
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
The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality
The aim of this investigation was to better understand the mentoring component of an induction program and how the variability may relate to multiple novice teacher outcomes such as self-efficacy, reflection, and quality of student–teacher interactions. The findings revealed that novice teachers and mentors viewed this program as an effective support for early career teachers, and attribute the high new teacher retention rate to supports received in it.
Updated: Nov. 02, 2016
The purpose of this article is to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey, Schön, and Wertheimer. It is argued that reflection is a descriptive notion—not a prescriptive one—and that it refers to the thinking process engaged in giving coherence to an initially unclear situation.
Updated: Oct. 05, 2016
This article aims to use collaborative self-study to analyze and describe the authors' experiences of teaching about teaching in a digital, online environment. The findings indicate that the perceived disembodiment of teaching and learning online affected how the authors fostered relationships with students and responded to problems of practice.
Updated: Sep. 28, 2016
Authentic Science Apprenticeship for In-service Science Teachers: Participant Experiences, Reflections, Cognitive and Affective Outcomes, and Connections to Practice
This study aimed to explore professional development participants’ individual and collective experiences, thoughts, reflections and evolving beliefs, attitudes and knowledge within the context of a two-week summer research apprenticeship program for secondary science teachers. The findings reveal that four profiles of teachers emerged based on their type and level of involvement in the science laboratory in which they were placed. The analysis of data indicated that teachers from all four profiles enjoyed their laboratory experiences. Throughout their PD journey, participants, gained a better understanding of science as a discipline and its core practices, and in doing so gained an improved level of scientific literacy, which based on their own account, would impact their teaching.
Updated: Sep. 27, 2016
The purpose of this study was to examine the impact of an induction programme, based on individual mentoring, had on Education for Sustainable Development (ESD) teaching for both novice teachers and their mentors in primary schools. The results point towards mentoring as a meaningful and effective approach to teacher education for ESD with potential for integrating forms of professional learning communities. The novice/experienced teacher mentoring relationship developed within the ESD induction system implemented during this research highlights the positive implications for both the novice teachers and the mentors. Mentoring can promote teacher interaction and provide a supportive and challenging forum for both intellectual and affective interrogation of practice.
Updated: Sep. 22, 2016