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1.
Anne Hume 《高等教育研究与发展》2009,28(3):247-260
This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre‐service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection‐in‐action and reflection‐on‐action) when she witnessed the shallow, often trivial nature of her students’ reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students’ learning and promote more useful reflection. The impact of these interventions on students’ reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers’ reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning. 相似文献
2.
Luigina Mortari 《Teachers and Teaching》2013,19(5):525-545
The notion of reflection has become an object of attention in education, but the research on this topic is often reduced to mere reflective practice. A relevant part of educational literature portrays reflection as a wholly beneficial practice for practitioners, but also for researchers. In the nursing field, in particular, reflection is largely practised and deeply examined. Reflection is specifically encouraged in teacher education, where ‘how-to’ manuals are widely used to explain strategies for turning teachers into reflective practitioners. In some cases, a specific kind of reflective approach is proposed, such as critical reflection. From the analysis of this technical literature, I observe that a wide range of approaches for fostering reflection have been applied, but little research evidence shows how effective these approaches are. Taking this problem into account, this article presents a research study on reflection. It first introduces a specific and unusual concept of reflection – that of phenomenological conception – and then goes on to develop an empirical investigation that enacts a phenomenological method of inquiry and is aimed at exploring the potential of the use of journal writing as a tool for enhancing reflection, and documents the data that emerged. The research was developed in a university context where the student teachers were asked to ‘reflect on the life of the mind’, in order to learn how to take a reflective stance. The student teachers wrote entries in a reflective journal in which they were requested to describe the lived experiences of the mind as they came to their reflective attention. The data emerging from the experience were made sense of through a qualitative method of analysis. The findings of the research are useful for designing an effective method for enhancing reflective practice. 相似文献
3.
Adinew Tadesse Degago 《Teaching Education》2013,24(4):343-356
This article investigates the value of writing reflective journals for student teachers during practicum placement. The author invited 10 pre‐service education degree teachers to write a weekly reflective journal throughout their four weeks practicum teaching. Each student teacher was given the opportunity to revisit the issues in his journals through a subsequent reflective dialogue. At the end of the practicum, the student teachers were asked to complete one additional reflective journal to provide their views about how useful and challenging they found the task of writing reflective journals on their teaching experiences. The author also kept observation notes to reflect on his own experiences of involving student teachers in reflective journal writing. It was concluded that the student teachers benefited immensely from their experiences of writing reflective journals for the purpose of reflecting on their practical experiences. They reported that the activity helped them improve their teaching experiences and deepen their understanding of the complexities involved in learning to teach. The study has implications on the role of reflective journals as a means of engaging teacher candidates in reflective thinking, a recently emerging notion in the education of teachers in Ethiopia. 相似文献
4.
A study of participatory action research as professional development for educators in areas of educational disadvantage 总被引：1，自引：1，他引：0
Margaret Martin 《Educational Action Research》2013,21(4):525-542
The main aim of this article is to explore the ways in which teacher educators can improve levels of reflection in postgraduate student teachers. The author argues that postgraduate student teachers are able to reflect on their practice in schools, and that the insights gained are useful in clarifying their own beliefs about teaching and learning. The outcome of such reflection at an early stage of their career may have implications for their ability to engage with the development opportunities made available to them as they move through their teaching careers. Using a qualitative approach, data from the learning journals and reflective writing assignments of student teachers, and a focus group interview, are examined in order to evaluate students' ability to engage in reflective writing at various stages over a 1 year course. The support given to students over the course of the year is examined with a view to evaluating its impact on students' abilities to reflect on their practice and their own learning. A number of recommendations are made for possible improvements to supporting student teachers in this important area of work. 相似文献
5.
This study clarifies the basic structure of student teachers’ reflective thinking. It presents a constructivist account of teacher knowledge through a detailed analysis of various patterns of reflection in student teacher portfolios. We aim to gain a greater understanding of the process and outcomes of portfolio writing in the context of teaching practice. By closely analysing portfolio texts, we defined six main starting points for reflective episodes and several patterns under each of them. Also, the patterns of reflective episodes were analysed according to their deductive and inductive dimensions, together with their static and dynamic features. According to our results, it is possible that student teachers can reflect beyond solely practical issues on teaching, articulate multiple concerns about practice and elaborate them in an integrative manner as well as learn both from theory and from practice as a result of reflection for their future profession. 相似文献
6.
The present study investigates the nature of Iranian student teachers’ reflections and their professional development in the context of teacher education practicums. The participants were student teachers (N = 41) enrolled in teacher education colleges at Farhangian University in Tehran, Iran. A total of 620 reflective writing excerpts were coded using deductive content analysis across three cohorts in three different practicums during a two-year period. To analyse the data, this study applied a rubric for evaluating student teachers’ reflections developed by Ward and McCotter. The analysis also involved Friedman’s test and follow-up Wilcoxon tests. The results show that routine levels of reflection significantly decreased across the three practicums, while technical levels of reflection significantly increased. The higher levels of reflection, namely dialogic and transformative levels, were rarely found in student teachers’ reflective writings across the practicums. This study discusses the need both to develop appropriate methods to guide student teachers in centralized contexts such as Iran and to investigate further aspects that enhance or hinder progress in the quality of reflection in teacher education. 相似文献
7.
Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their practicum and produced reflective accounts to identify and think about problems they encountered in their teaching practice. The written reports were analysed for precision or explicitness of statements in relation to types and levels of knowledge generated in reflection. 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. We interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs. 相似文献
8.
9.
Alana Ramlal 《Educational Action Research》2020,28(3):518-533
ABSTRACT Due to limited exposure to the reflective genre, students experience cognitive, psychological and linguistic issues that prevent them from producing proficient reflective pieces. This study investigated how these issues could be addressed through modelling, the 6 + 1 traits writing rubric and blended learning. The study reports on the experiences of 37 participants in the fourth year of secondary schooling at an all male school in Trinidad and Tobago. Change in a regional examination syllabus which introduced a focus on the reflective mode and reflective writing had implications for teaching and learning. Through one cycle of a practical action research project using an embedded quasi-experimental design, an intervention to address cognitive, psychological and linguistic issues was implemented. Quantitative data were collected using a pre- and post-test and a Writing Attitude Survey (WAS). Qualitative data were gathered through student journals and students’ formative writing assessment artefacts. The intervention succeeded in positively changing students’ dispositions towards reflective writing, developing students’ reflective writing and addressing text organization issues. This research is significant for teachers and students where intentional reflection and reflective writing are competencies that can enhance critical thinking and metacognition and potentially lead to personal, intellectual and professional development. 相似文献
10.
In recent years journal writing as a tool for reflective practice has gained prominence in teacher education programs. This paper reports the investigation of journal writing as a means for student teachers and university to better understand the process of learning to teach. The aims of the study were to examine how journals are used; to explore what students learn and what university teachers learn; and to identify which strategies work best. Survey and interview data were collected from the student authors of the journals. Analysis of the data contributed to our understanding of the process of interactive journal writing and the strategies we used as university teachers. Students used the journals in a number of ways. They used the journals to get direction on practice and planning, as a tool for analysis, as an emotion release, and as a way of 'sorting things out'. Students identified a number of strategies used by the university teachers as journal respondents which contributed to students' learning about teaching. This research focused our attention on interactive journal writing as a strategy that has the potential to promote reflective practice. 相似文献
11.
Since Schön’s influential work on reflective practice, reflection has been prioritised in teacher education programmes internationally. The research described in this paper examined the development of postgraduate student teachers’ reflective processes in their first school placement. Twenty-five students were asked to write an account of their evolution in an area of their teaching, and how they were supported to evaluate lessons and reflect on their practice. Subsequently, a sample was interviewed to explore themes arising from the essays. In describing their development of a reflective perspective, the students identified useful feedback from three main sources: mentors, peers and pupils. Although the research took place within a Scottish context, the different roles that feedback played in the development of reflection should be of interest to teacher educators and student teachers internationally, as it could be argued that beginning teachers in every country face similar issues relating to reflection. 相似文献
12.
Rosemary Dobbins 《Asia-Pacific Journal of Teacher Education》1996,24(3):269-280
This paper reports on a study in which I have been involved for the last 4 years, investigating the learning of final‐year primary student teachers and their school‐based teacher educators during the practicum. It highlights specifically the findings associated with the process of reflection in which the student teachers were engaged. Three particular findings are presented and discussed in relation to: the impact of reflection on student teachers’ learning; the quality of reflection in which they engaged; and specific strategies designed to facilitate reflection. It is argued that developing a ‘reflective practicum’ presents many challenges for teacher educators, including changing how the practicum is conceptualised and structured. A further challenge arises as a result of the inevitable shift in power and control which will occur if the changes are embraced. Teacher educators will be faced with some new questions regarding the ways they work in the practicum, if developing a reflective practicum is a priority. 相似文献
13.
《Teaching and Teacher Education》1995,11(3):243-261
This study explored the applicability of Donald Schön's notion of reflective practice for student teachers in practicum settings. The research was guided by three questions: What do student teachers reflect upon?, What precipitates reflection?, and What factors enhance or constrain reflection? Detailed case studies of four science student teachers on a 13-week practicum were constructed. Fifteen reflective themes were documented across the four cases, and it was possible to identify up to four precipitants for each theme. In all, 47 factors were documented that either enhanced or constrained reflection. The paper concludes by suggesting four strategies for promoting student teacher reflection and two refinements to Schön's conception of reflective practice for use in practicum settings. 相似文献
14.
15.
Alice F. Artzt 《Journal of Mathematics Teacher Education》1999,2(2):143-166
This article presents a conceptual framework for studying the relationship between cognition and instructional practices of
preservice secondary mathematics teachers. It describes how the framework was used as a basis for activities in which preservice
teachers engaged in structured reflection on their teaching as a means towards their professional growth. The approach required
student teachers to engage in both prelesson and postlesson reflective activities. These activities are described, and details
of two cases are given. This article demonstrates how this approach can facilitate the progression of preservice teachers'
pedagogical techniques and conceptions.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
16.
We examine preservice mathematics teachers' conceptions of writing as a tool for learning mathematics before and after participation in and reflection on writing tasks. We describe the use of two targeted activities incorporated into a secondary methods course: writing to learn mathematics (WTLM) and reflection on that writing. Prior to participation in these activities, the preservice teachers expressed reluctance toward the use of writing in mathematics and uncertainty as to how writing could be useful in mathematics, while accepting that some possible benefits might exist for students' procedural learning. Following participation in these activities, the preservice teachers expressed a willingness to accept writing as a useful tool for supporting an expanded view of teaching and learning mathematics. Specifically, the preservice teachers considered writing as a way to build connections between mathematics and other subjects, a means to assess student understanding of mathematics, and a beneficial support for student conceptual learning. 相似文献
17.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
18.
反思是促进教师专业发展的重要能力。因此,越来越多的教育工作者关注职前教师反思能力的培养。然而,由于反思的过程具有不可见性,使得追踪职前教师的反思能力发展轨迹十分困难。认知网络分析(ENA)提供了一种量化定性数据中认知框架元素之间关系的方法。该文分析了30名职前教师在完成两个阶段协作脚本写作任务后的反思日记。基于ENA,探究在线协作写作中职前教师反思类型及元认知策略之间的关系,并追踪其反思能力发展轨迹。研究发现,在活动过程中,职前教师整体反思能力发展呈上升趋势。一开始,职前教师的反思主要集中在对小组内容的描述;在完成协作写作活动之后,则转向对小组方法的讨论和个人收获的评价与总结。研究结果揭示了协作写作活动中职前教师的反思能力发展轨迹,为后续开展教师反思能力培养提供了参考。 相似文献
19.
This study examines how students construct meaning through writing during authentic science activities. To determine how well students understood science concepts, we analyzed 228 writing samples from deaf students in grades 6 through 11 as well as the explanatory and reflective comments of their teachers. The analyses indicate that certain process writing strategies were differentially useful in helping deaf students to construct meaning and in allowing teachers to evaluate the constructed meaning. Three instructional conditions and two teacher variables were found to play roles in determining the accuracy and adequacy of the writing: (1) the writing prompts the teachers used, (2) the focus for the writing, (3) follow-up to the initial writing activity, (4) the teacher's content knowledge, and (5) the teacher's ability to interpret student writing. The authors recommend future applications of writing-to-learn strategies and suggest directions for further research and changes in teacher education. 相似文献
20.
During the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organising teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-action during their practicum. Video annotations, alongside a written reflection of critical incidents in the student teachers’ teaching constituted data for analysis. Our findings suggest that the different tools enabled the student teachers to connect captured examples of teaching instances with theoretical issues, and in this way offered the ability to see as well as to analyse their teaching practice. As such, the CoRe, together with the video annotation tool, proved to be successful in scaffolding and structuring student teachers’ reflection-on-action, allowing them to connect their reflections to components of PCK and further to articulate connections between these components. 相似文献