Search results for: Reflective teaching
Page 8/8 76 items
The article maps out key features of self-study in teaching and teacher development, particularly in relation to social action. The authors have become increasingly interested in how self-reflexivity in teaching and teacher development can illuminate social and educational challenges that have resonance beyond the self and can inspire context-specific, practitioner-led responses to those challenges. The examples that they use point to the potential for ministries and faculties of education to support self-study initiatives as an approach to social action and community development.
Updated: May. 14, 2009
The study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. This investigation focused on 3 university elementary supervisors and 12 teacher education students.
Updated: May. 13, 2009
The review examines ways in which the mentors of trainee teachers can use research as a means of questioning, understanding and improving their own practices. The first part presents an overview of empirical and theoretical research into mentoring relationships. The second part presents four ways in which mentors might engage with the literature.
Updated: May. 04, 2009
When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on their Own Classroom Discourse
This article explores the impact of an innovative methods course designed around the activity of student teachers’ reflections on their own classroom discourse, for their understandings of the connections between theory and practice. It engages in a foreign language pre-service teacher education in Israel, and a larger study abroad.
Updated: Jul. 30, 2008
Collaborative Action Research and Project Work: Promising Practices for Developing Collaborative Inquiry among Early Childhood Preservice Teachers
A case study of two preservice teachers demonstrated a new approach for merging research and practice in an early childhood education course. Teachers observed a change in the way they participated and developed as teachers. Those changes included the awareness of the need to share responsibility, reflection in action, and documentation of teacher thinking, teacher practice and children's learning.
Updated: May. 12, 2008
Why Shouldn’t Teachers and Teacher Educators Conduct Research on their Own Practices? An Epistemological Exploration
The aim of this article is to pause to allow time to reflect on the concept of practitioner research from a perspective that sees knowledge, knowledge-constitutive interests and knowledge construction as interrelated.
Updated: Feb. 03, 2008