Search results for: Reflection
Page 6/27 267 items
This article describes an aspect of reflective practice referred to as situated reflective practice. It is argued that there exist some situations where a person will find themselves in a position over which they have little control, avoidance or veto. This study's major conclusion was that key interview themes enabled the delineation of a series of five characteristics representing increasing structural distance in space and time between the reflective practitioner and the professional situation in which they work.
Updated: Jul. 04, 2016
A Community College Instructor’s Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course
This article reports on the challenges and successes encountered by an in-service teacher, Sarah, implementing nature of science (NOS) for the first time throughout four units of a community college biology course. The in-service teacher, who participated in this study, found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah’s development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.
Updated: Jun. 06, 2016
The purpose of this study is to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. The authors interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.
Updated: Jun. 05, 2016
This paper presents a schema-based framework for analyzing teachers’ video-aided reflection on their own teaching. Results emphasized the importance of participants’ prior knowledge as a major influence on their ability to reflect.
Updated: May. 03, 2016
This article focuses on students as podcast providers rather than receivers. It addresses the question, ‘Are learner-generated podcasts a useful approach to assessment?’
Updated: Feb. 29, 2016
This article aims to describe a conceptual model, including specific skills and processes of data-based decision making, to address accountability demands for continuous improvement based upon student learning results across multiple contexts. Considerations for implementation by teacher educators will be shared to build a comprehensive system of sustained school reform.
Updated: Jan. 25, 2016
This research examined how 240 teachers in 15 classrooms described their experiences of their learning to compose with digital video (DV). The findings described composition connections they made between print and video, successes and frustrations they experienced in learning DV, additional technical instruction they wanted, and the curricular relevance they perceived with DV in the classroom.
Updated: Jan. 10, 2016
This article examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants. Particularly, the article examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. The results suggest that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred.
Updated: Nov. 23, 2015
The present study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers’ TPACK changed. The study also gathered beliefs about the effectiveness of course activities for developing TPACK. The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers’ TPACK.
Updated: Nov. 10, 2015
The authors wanted to examine if participating as a cohort in an early childhood graduate program could facilitate the exploration, analysis, and reconstruction of teachers’ beliefs and practices of five teachers. The findings revealed that the participants continue their professional journey by attending workshops and seminars that focus on developmentally appropriate practices. Although the authors acted as facilitators in the early childhood graduate program, the participants created their own community of practice that continues to serve as a support system in which deep reflection and application occur. The authors suggest that the process undertaken by these early childhood teachers is a model that can be emulated by other practicing teachers. There are several recommendations that might facilitate this process.
Updated: Nov. 03, 2015