Search results for: Reflective teaching
Page 3/8 76 items
The main goal of this self-study was to determine the extent to which an instructor's pedagogical knowledge and practice would be enhanced though the use of Just-in-Time Teaching. The findings reveal that the JiTT strategy has indeed strengthened many areas of the instructor's pedagogical content knowledge. The JiTT activities allowed the instructor to assess easily the prior understandings of her students so that she could better address any misconceptions or gaps in their science knowledge. The in-class follow-up to each activity also forced the instructor to expand her understanding of instructional methodologies. Finally, the findings reveal that the JiTT strategy has indeed strengthened many areas of the instructor's pedagogical content knowledge.
Updated: Dec. 01, 2013
The authors report on a grounded theory analysis of prospective teachers’ online reflections in an ePortfolio system. Results indicate that prospective teachers tend to showcase or “sunshine” their teaching and learning experiences rather than reflect on them analytically and critically.
Updated: Jun. 25, 2013
Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments
Teacher educators examined preservice student teachers’ weekly reflective weblog and videolog journal posts for instances of reflective practice. Differences that emerged provide insights into the nature of multimodal composing practices, the affordances of blogs and videologs as reflective writing spaces, and the ways in which preservice teachers use reflection to inform instructional practice.
Updated: Jun. 25, 2013
The Excitement and Wonder of Teaching Science: What Pre-service Teachers Learn from Facilitating Family Science Night Centers
The author describes how pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess, and use children’s science ideas. The pre-service teachers in this study experienced success at teaching science and developed understandings about children’s science ideas.
Updated: Apr. 22, 2013
The purpose of this self-study research was to deepen the author's understanding of pedagogy for teacher education and the factors that enhanced and hindered the author's confidence and competence as a teacher educator. One theme was that a focus on science content knowledge gave a false sense of confidence and overshadowed our ability to engage in meaningful conversations about learning to teach—a practice challenged through self-study research.
Updated: Jan. 28, 2013
This article describes a multi-layered series of reflection processes which were developed by the authors, a lecturer and a school teacher, worked together in a collaborative action research project. The authors conclude that they have identified that key characteristics were collaboration discussions, stimulation from action research literature and the crucial role of the practitioner in developing knowledge.
Updated: Dec. 25, 2012
In this qualitative study, the author examines how authority was negotiated in an undergraduate teacher education course. The findings suggest that constructing relations of mutual interdependence, deriving legitimacy from mutually recognized sources, and communicating about the problem rather than the people present potential frameworks for negotiating authority in teacher education.
Updated: Nov. 28, 2012
Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. This study examines how to effectively use videos to guide student-teachers towards professional development.
Updated: Jul. 30, 2012
Exploring the Use of Critical Incident Analysis and the Professional Learning Conversation in an Initial Teacher Education Programme
This article aims to explore how critical reflective practice within an initial teacher education programme in England is supported through a required course task for student teachers and an associated professional learning conversation with a designated school teacher–mentor. It was found that almost all student teachers seem concerned with finding solutions to their problems or resolving dilemmas, and they value supportive discussion, advice and solutions provided by others, including supervising teachers.
Updated: Jul. 30, 2012
Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development
This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.
Updated: Apr. 24, 2012