Search results for: Reflection
Page 5/27 267 items
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
Research Capacity-Building with New Technologies within New Communities of Practice: Reflections on the First Year of the Teacher Education Research Network
The present article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. The authors argue that three main factors affected the use of the VRE, and in particular its wiki tool: the individual’s motivation to learn and to engage with (more) new technologies; the emerging dynamics of each research group as they developed shared working practices; and the institutional climates, which supported or discouraged the individuals’ engagement with both the technology and a regional Teacher Education Research Network that used this technology.
Updated: Sep. 04, 2016
In this self-study, the author investigates the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, she explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. Her findings fall into three distinct phases: (1) In “Mind the gap,” she explains the dilemma she encountered as a student teacher. (2) In “Mine the gap,” she describes the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” she analyzes a shift in her understanding of where the gap is located.
Updated: Aug. 01, 2016
Pre-service teachers make extensive use of material found during internet searches, much of it purporting to exemplify ‘good’ practice, the authors were interested to know what sense they make of such material. By encouraging pre-service teachers to reflect and comment on the practices being promoted in this way, the authors wanted to hear what they focused on, their initial views of the teaching and learning shown in the video, and how their views were formed and affected by engaging in discussion.
Updated: Jul. 31, 2016
Quality of Preservice Physics Teachers’ Reflections in Their Teaching Portfolios and Their Perceived Reflections: Do They Intersect?
This study focused on comparison between preservice physics teachers’ quality of reflections in their teaching portfolios and their perceived reflections. Findings demonstrated that preservice physics teachers were aware of how much they could reflect their teaching profession to their portfolios. The participants realized which products reflected them better and what else they could have put into their portfolios to be more reflective. Furthermore, the participants whose portfolios needed improvement to be more reflective knew that the instructor’s evaluation about their portfolios was in the same line.
Updated: Jul. 26, 2016
Beginning Teachers' Perspectives on Attributes for Teaching Secondary Mathematics: Reflections on Teacher Education
The purpose of this study was to understand what factors beginning secondary mathematics teachers attribute their success to in the classroom, regardless of their preparation program. The results have implications for informing the types of students mathematics education programs should try to attract or recruit. In addition, the results also provide information regarding defining areas on which teacher education programs should focus and where practicum or internship components might be incorporated into the preparation process.
Updated: Jul. 04, 2016