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1.
After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective
systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation
to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet
dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2
(read “4E by 2”) Instructional Model provides such a model for learning that links strong conceptual understanding of content
with inquiry learning experiences. The 4E × 2 Model integrates what we know and understand about inquiry-based teaching and
learning with effective assessment and metacognitive reflection. These three constructs, formative assessment, inquiry instructional
models, and metacognitive reflection, are foundational to the Model. A synthesis of research tied to these three constructs
provides the justification of both the need for and the value of such a model. An argument for the formation of the 4E × 2
Instructional Model is made based on the coherence and the resulting synergy that occurs when these three learning constructs
are united. 相似文献
2.
教学反思是提高教学质量,促进教师专业发展的有效途径;是一种用来提高教师自身的专业素养,改进教学实践的学习方式;是积极探究心态的表现,能够激活教师的实践智慧。在具体的实践路径上,要把不同阶段的教学反思、不同水平的教学反思、感性与理性的教学反思、反思与行动、个人反思与共同体反思结合起来,以纠正对教师的教学反思在理论认识上的偏差和实践中的不足。 相似文献
3.
Denise Taliaferro Baszile 《The Urban Review》2008,40(4):371-385
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student
on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s
dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a
largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare
White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given
to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges
African American students face in predominately White teacher education programs, including covert and overt racism, none
focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests
is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical
look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What
does teacher reflection work to repress?” 相似文献
4.
Stephen G. Weinrach Kenneth Robert Thomas Steven R. Pruett Fong Chan 《International journal for the advancement of counseling》2006,28(3):303-315
The scholarly journals in professional and scientific fields serve the function of communicating new knowledge and informed discourse on the major issues affecting the field of counseling, and editorial board members (EBMs) serve as gatekeepers of what information will be communicated. The ability of EBMs to make sound judgments directly affects the quality of research and scholarship published. This study analyzed one important EBM qualification, the scholarly productivity of the editorial board members of three major American counseling journals (The Counseling Psychologist [TCP], the Journal of Counseling Psychology [JCP], and the Journal of Counseling and Development [JCD]). An analysis of the productivity rates of editorial board members on these journals was conducted using the PsycINFO database. The results indicated that editorial board members of JCP have significantly more experience publishing than members of TCP and JCD. The differential publication rates of editorial board members suggest that these three journals place different emphasis on scholarly productivity as part of their selection criteria for editorial board membership and may reflect that the three journals have different missions and serve different clientele. These findings have implications, not only for the profession of counseling in the United States, but also for the international counseling community.This article is dedicated to our esteemed colleague, Stephen G. Weinrach, who died after a long and courageous battle with leukemia on April 24, 2004. This article was the last that Steve was working on prior to his death. It was his brainchild. The contributions that Steve made to the counseling profession over the years are inestimable. He was truly through his numerous writings and professional association activities the “conscience of the couseling profession.” He is dearly missed. 相似文献
5.
Duck-Joo Kwak 《Asia Pacific Education Review》2008,9(2):127-135
The contemporary educational discourse on critical thinking, as one of the primary aims of education. has been divided into
the spheres of modernist defense and post-modernist criticism. Critical of both positions, this paper attempts to find a new
way of employing critical thinking, especially for the purposes of moral education, by drawing on Bernard William’s concept
of “ethical reflection.” It will be shown that employing critical thinking for the fostering of ethical reflection in our
young students can lead them into an “understanding” of ethical, rather than “ethical knowledge,” which enables them to properly
deal with moral relativism in a culturally pluralistic society. This paper then explores the educational possibilities presented
by Socrates’ teaching method as an example of this employment, though not without consideration of the attendant educational
limitations and dangers. 相似文献
6.
All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher.
To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’
competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s
activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of
their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on
their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s
professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence
in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’
reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching
for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their
didactic elaboration and to suggestions for the teachers’ own experiments.
May the teacher know what he teaches.
May the teacher know how to teach.
May the teacher be sincerely interested in teaching.
Comenius 相似文献
7.
Gillian Potter 《The Australian Educational Researcher》2001,28(3):117-139
This paper emanates from a study that analysed the critical reflection of teacher researchers as they talked about their investigations of the home cultures and literacies of a small group of children from socioculturally diverse family contexts. The collaborative research enterprise was undertaken by university and teacher researchers. The important role that collaborative teacher research and social interaction played in the critical reflection and co-construction of professional understandings in the project is the focus of this paper. The teacher researchers’ theorising about the complexity of their work as a result of the collaborative enterprise is discussed. Through the voiced research and critical reflection of the teachers, it has become obvious that their life’s experiences and resources are powerful in their pedagogical theorising. Teachers comment on the way in which they are positioned by ‘the system’ as technicians and how they experience tension between their own professional and primary discourses and that of the system. It is suggested that teachers be given opportunity within their work sites to enter the conversations about curriculum, pedagogy and change in knowledgeable and meaningful ways that are grounded in collaborative reflection and research. This paper explores the critical reflection and the social construction of new understandings about the complexity of teachers’ work that occurred in a collaborative research project carried out by a university-based researcher and four school-based early years teacher researchers. It will show how the collaborative research process facilitated critical reflection on previously unquestioned or unconsidered issues about the teachers’ work. The paper has been written by the university researcher under the watchful eye of the teacher researchers who want to remain anonymous. Their pseudonyms have been used. When the terms of this project were negotiated among the group, it was agreed that the voices of the teachers would always be reported authentically and anonymously. It was also agreed that any theorising, integrated language analysis (Freeman, 1996) or reporting that might be carried out, would be done by the university researcher That is not to say that the teacher researchers have not spoken about their involvement in the project to colleagues in professional development forums and conferences. Nor is to say that the teachers were not privy to the analysis process. It is to say that written reports for publication are to be done by the university researcher. 相似文献
8.
Samuel Karimi Robert Eschenauer 《International journal for the advancement of counseling》2006,28(3):257-267
This article explores the concepts of corporate personality, rituals and religion as they impact counseling indigenous black African people in their home settings or in Western contexts. It discusses the predominantly “I” focus of Western methods of counseling and psychotherapies and regards it as ineffective when compared to the “we” concept of indigenous African cultures. The authors examine the roles of healers, diviners, and counselors, and the influence of culture, religion, and rituals in the healing (therapeutic) process. A psycho-cosmos model of counseling is proposed that places counseling involvement in a larger context and includes some suggestions for practitioners. 相似文献
9.
Thomas E. Ricks 《Journal of Mathematics Teacher Education》2011,14(4):251-267
Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement
with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into
two broad categories. The first and most common incident reflection occurs as specific incidents or episodes unconnected to future activity. The second process reflection—based on the work of John Dewey and Donald Sch?n—connects reflective incidents into a cyclic progression that refines ideas
through experimental action. I examined the reflective activity of a group of prospective secondary mathematics teachers as
they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more
powerful and purposeful progressions of ideas. I conclude with implications for mathematics teacher development. 相似文献
10.
Sharon E. Nichols Deborah Tippins Katherine Wieseman 《Research in Science Education》1997,27(2):175-194
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献
11.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2009,31(1):57-70
International counseling trainees (ICTs) can play a critical role in multicultural training and enrich the lives of domestic
trainers and trainees. However, they face unique barriers. This inquiry examined 14 areas related to their training and stay
in the US. Findings largely correspond with those already in the literature (e.g., Ng, International Journal for the Advancement of Counseling, 28:1–19 2006a). Results indicate significantly higher mean scores for ICTs (n = 56) in 10 areas (e.g., English proficiency problems, experiencing discrimination in their learning environment) compared
to domestic trainees (DTs) (n = 82). ICTs further reported a high level of confidence in their contribution to their programs and a strong belief in their
performance, although these levels did not differ significantly from DTs. Findings also revealed there were no program-level
differences among the ICTs in all the study areas. Compared to the master’s trainees as a whole, however, the doctoral trainees
combined reported higher degrees of experiencing cultural adjustment problems and conflicts with Western understanding and
approaches to treating mental health. Implications and recommendations are outlined.
Findings in this study were represented at the 2008 Eastern Educational Research Association Conference in Hilton Head, South
Carolina, United States of America. 相似文献
12.
Travis Wilson Michelle Perry Carolyn J. Anderson Dean Grosshandler 《Instructional Science》2012,40(1):19-46
This study examined the verbal prompts a tutor used to promote reflection and young students’ responses to these prompts.
Seven children (ages 8–12) participated in 260 min of one-on-one tutoring to learn scientific concepts related to gear movement;
the tutor spontaneously provided these students with 763 prompts for reflection. Prompts reliably induced reflection: Students
responded verbally 87% of the time. Turn-by-turn discourse analysis revealed seven distinct types of prompts and 11 distinct
types of verbal responses. High-level prompts were strongly associated with high-level responses. A log-multiplicative association
model with two dimensions (temporality and certainty) represented the relationships between prompt and response types; from
this model, odds ratios estimated the strength of association between specific pairs of prompt and response types. Findings
are discussed in terms of the effects that reflection may have on students’ developing understanding of scientific concepts. 相似文献
13.
This paper explores the challenge of diversity in an increasingly multicultural world, and adopts the position that the valuing of diversity can be taught – especially within the context of teacher training and education in general. It gives an overview of major components of diversity training within the context of multicultural counseling, and stresses what counseling can offer teacher training in regard to diversity issues and competencies for the Greek educational setting. Finally, it examines key notions of difference and ‘otherness’ in Greek thought, which can inform contemporary discourse on diversity and multicultural counseling theory and practice. 相似文献
14.
《Journal of College Student Psychotherapy》2013,27(3):39-55
Peer counseling owes its beginnings to the paraprofessional movement of the '60s. During the last fifteen years, there has been a growing acceptance of peer counseling, particularly on college campuses. It can be defined as the active use of listening and problem-solving skills together with knowledge about growth and development by students in order to help, advise, and counsel other students. The peer counselor assists other students by clarifying thoughts and feelings, be exploring options, or providing needed information. The use of nonprofessionals in counseling roles has a systematic research history in the literature. Further, there is evidence that preparation for the role and reflection on experience as a peer counselor can be a powerful and enabling factor in individual and group development; through providing service to others, students exercise altruism and learn interdependence in the process of individuation. Recommendations are made for program structure, function, and evaluation; it is suggested that peer counseling programs fit well into a matrix of interventions aimed at assisting student development in a learning environment conductive to growth and developmental needs. 相似文献
15.
Alexander Minnaert Monique Boekaerts Cornelis de Brabander Marie-Christine Opdenakker 《Vocations and Learning》2011,4(3):175-190
To prepare students for effective workplace learning, it is necessary to have insight into the contextual characteristics
that affect students’ developing interest. Aiming at students to become selfregulated learners, teachers should act as mindful
coaches, encouraging their students to monitor the quality of collaborative group work. A field study was conducted within
the context of a Computer Supported Collaborative Learning (CSCL) project fostering self-regulated learning. Students and
teachers made use of an electronic instrument that assessed and visualised students’ experiences of the quality of group learning
over time. 137 vocational students in commerce and business administration participated in a 6 months project requiring to
work in small learning groups. A SEM model, based on self-determination theory, fitted the data quite well. Perceived autonomy,
competence, and social relatedness seemed to be good predictors of students’ situational interest. Qualitative interview data
revealed not only the added value of process-oriented reflection and within-group discussion, but also some shortcomings concerning
the effectiveness of (implementing) CSCL. 相似文献
16.
深刻反省我国教育的"重点制" 总被引：4，自引：0，他引：4
Yongheng You 《Frontiers of Education in China》2007,2(2):229-239
Since the 1980s, “key school system” (KSS) in basic education has contributed to teaching quality and the development of some
schools. However, at the same time it brings about many serious problems such as failure to attain educational objective,
being away from the goal of education equity, arising students’ mental or emotional problems, lack of moral education, vicious
competition among schools and so on. It can be said that the present educational problems are tied closely to “KSS”. As a
result, this paper attempts to do a deep reflection on it to promote the education reform of China.
Translated from Jiaoyu Xuebao 教育学报 (Journal of Education Studies), 2006, 2(2): 36–42 相似文献
17.
Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献
18.
19.
One could focus on many different aspects of improving the quality of mathematics teaching. For a better understanding of
children’s mathematical learning processes or teaching and learning in general, reflection on and analysis of concrete classroom
situations are of major importance. On the basis of experiences gained in a collaborative research project with elementary
school teachers, several ideas about a professional reflection on one’s own instruction activities are explained. The paper
focuses on joint reflection between teachers and researchers on the participating teacher’s own classroom interaction by means
of concrete examples. It becomes clear that changes of one’s own interaction behavior will take place only in the long-term.
Nevertheless such a joint professional reflection should be an essential component of teachers’ professional knowledge in
a natural way.
An erratum to this article can be found at 相似文献
20.
his study investigates how trainee teachers perceive their supervising teachers’ supervisory competency. Through a questionnaire
that was specifically developed for this study and which contained open-ended questions, student teacher candidates were asked
to comment on their supervising teachers’ competency in preparation for supervision, instructional planning and reflection,
and collegial supervision and effective mentoring. Data for this study was gathered from 690 student teachers who were in
their last year in college pursuing a teaching credential. The results indicated that the student teachers rated their supervising
teachers’ competency in supervision as poor to partially competent. Although there is no significant relation found between
the gender and fulfillment of supervisory duties, the main significant finding was between supervising teachers’ experience
in teaching and completion of the supervisory role. The results showed that the younger or less experienced supervising teachers
demonstrated better supervisory skills. Furthermore, our results indicated that although experience is important, it should
not be the only criterion for selecting supervising teachers for supervisory duty. 相似文献