Search results for: Reflection
Page 10/27 262 items
This article uses previous research on beginning English teachers’ major concerns to frame the exploration of concerns faced by four beginning teachers. This article seeks to expand on that research by examining the concerns faced by four beginning teachers and considering the implications of those concerns for teacher preparation. The author concludes that in addition to those identified by the previous research, the four beginning teachers in this study dealt with adjusting to the teaching profession, accepting their students, and managing their emotions.
Updated: Feb. 10, 2014
This article explores the challenges experienced by teacher educators promoting reflective practice in a large group setting, using reflective verbalisation as an organising framework. This study undertaken in a university in the Republic of Ireland. The findings reveal that the participants indicated that their experience of the module enabled them to use a reflective approach to new situations which arose in their classrooms. In addition, the participants indicated that the module had facilitated their capacity to reflect on and develop their own ideas about teaching and curriculum. However, participants did not feel that the module allowed them to explore with staff and fellow students specific curricular and/or classroom issues which they were experiencing in the practicum.
Updated: Feb. 05, 2014
Aligning Professional and Personal Identities: Applying Core Reflection in Teacher Education Practice
The goal of this study was to examine the impact of core reflection on the authors' professional lives and practices as teacher educators. Analysis exposed four themes that defined the core identity issues in these data: (a) Understanding the contradictory nature of core qualities, (b) Confronting their own hypocrisies, (c) Holding ambiguity, and (d) Sustaining authenticity in everyday practice. The authors outline five categories of change in their teaching identities and practice. The authors conclude that in applying their own process of growth from this study, they seek to foster the trusting relationships and core connections in their teaching where students can realize and understand their emerging identities as teacher and self.
Updated: Jan. 12, 2014
Redesigning Academic Essays to Promote Teacher Reflection on Selected Issues of Learning and Teaching Related to the Current Educational Reform in Hong Kong
This article describes the design of an assignment structure that promotes teacher reflection on important issues related to a major education reform in Hong Kong. This article reported a grounded model explaining how this innovative assignment structure promotes reflection. The model situated the reflective assignments within the local teaching context in Hong Kong. The model also highlighted the importance of different forms of assistance and guidance in facilitating teachers’ reflective engagement in completing these cognitively demanding assignments.
Updated: Dec. 16, 2013
Teaching Anxieties Revealed: Pre-service Elementary Teachers’ Reflections on their Mathematics Teaching Experiences
The current study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience. The authors were interested to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged.
Updated: Dec. 15, 2013
The purpose of this collaborative self-study was to gain a deeper understanding of the authors' personal experience and practice. This study also aimed to construct new knowledge that allows for individual transformations and spreads throughout the entire department. This collaborative self-study illustrates the co-construction of knowledge of practice in two ways: (a) the development of the authors' personal perceptions by means of reciprocal relationships, conversations, and active attempts to improve their teacher education practices; and (b) the impact of working collaboratively in the interpretive zone as a source of expanding learning, changing the curriculum, and implementing new activities.
Updated: Dec. 04, 2013
Reflective Journals: Making Constructive Use of the “Apprenticeship of Observation” in Preservice Teacher Education
In the author's introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. In this article, the author shares typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels. The author discusses choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.
Updated: Nov. 25, 2013
This article focuses on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In this work, the author draws on bell hooks’ notion of “talking back” as an overarching framework in analyzing the autobiographical reflections of pre-service teachers.
Updated: Nov. 20, 2013
This article has two purposes: (1) to investigate how Taiwanese teachers of English as a Foreign Language turned experiences into critical reflections via journal writings and (2) to describe how they gauged critical reflections as teaching inquiry. The results indicate that critical reflection as teaching inquiry helped the teachers deal with situations of uncertainty, instability, and value conflict in multiple contexts. Critical reflections enhanced teachers' understanding and brought about changes in their awareness of instructional effectiveness and teaching beliefs in their practice.
Updated: Oct. 17, 2013
‘Let Them Fish’: Empowering Student-Teachers for Professional Development through the Project Approach
In this action research, the author used a project as an approach to relinquish control and empower the students to organize a seminar for their professional development. The data revealed that a significant learning point for the student-teachers was that communication and interpersonal skills were important in getting results from the top management and people of authority. The project was a process of change and self-discovery for the student-teachers. Students had to get over their resistance towards unwanted responsibilities and accept that in the real world, irrespective of their preferences, the job has to be done.
Updated: Sep. 16, 2013