Addressing Obstacles to Effective Collaborative Reflective Practice Among Secondary Public School Teachers (original) (raw)
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Journal of Research in Education, 2011
This study examines reflective practice of pre-service teachers, in-service teachers and teacher educators. Using Schon's in, on and for practice conceptual framework, the study addresses the following questions: Is there a disconnect between what teachers do, faculty require, and students perceive as reflective practice? What types and methods of reflection are used and perceived as the most effective? Do collective conversations about a student's teaching experience help to improve reflection in, on and for practice? The results from this study suggest that pre-service teachers can benefit from a more explicitly defined framework for reflective practice. When I officially become a teacher, I hope that I can meet with the other teachers at my school and talk about lesson plans and ideas, just as we did in the video reflection. It was really a lot of help...and now I have new ideas to take with me into my teaching career.
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Recognizing the apparent appeal that the image of a teacher as a "reflective practitioner" has for teacher educators and noting the lack of clarity and consistency which accompanies its discussion, this project undertook to develop a description of what reflective practice in teaching would "look like." The paper presents 12 critical attributes that would indicate a teacher's stance toward reflection, accompanied by four assumptions on which the attributes are based. Finally, the utility of these attributes is discussed in terms of both a research agenda and teacher education program decisions that they might inform. 34x WILLIS D. COPELAND et al. 'van Manen (1977) did not put a label on this second level of reflection. We believe "interpretative understanding" describes it accurately.
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Teaching reflective practice to beginning teachers requires significant changes in a teacher educator’s implicit assumptions about how individuals learn to teach. Teaching reflective practice also requires significant changes in a teacher educator’s teaching practices. The familiar teach-them-theory-and-then-let-them-practice approach assumes that learning is complete before practice begins. In contrast, reflective practice in professions involves learning from firsthand experience and recognizes that the process of learning theory and research is incomplete before personal practice begins. Teaching reflective practice also requires recognizing that terms such asreflectandreflectionare everyday words with multiple meanings and uses and little direct connection toreflective practice. The following argument, grounded in self-study methodology, describes indirect strategies for encouraging reflective practice. These strategies include an extended writing assignment focused on professio...
Idealogy Journal of Arts and Social Science, 2020
While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers' professional development (PD) programs. Hence, the focus of the paper is twofold: examining teachers' PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers' reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein &
Developing Reflective Practices of Elementary School Teachers: A Collaborative Action Research Study
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The purpose of this study was to investigate the development of reflective practices of elementary school teachers through interactive workshops. This study used a collaborative action research design, and five-day interactive workshop sessions related to reflective practices conducted to introduce the participants to reflective practices. Most specifically, these workshops focused on building their cognition, affection, and behavior about reflective practices. The Purposive sampling technique was used to select 20 elementary school teachers with at least 1.5 years’ experience in elementary school. After the workshop, participants spend two months of reflective teaching practices. Then, interviews with the participants were conducted, and data were collected until saturation occurred. The analysis of the data revealed that the teachers developed positive beliefs and feelings towards reflective practices, but they lacked in some areas of practice because of the school environment. Im...
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Upon completion of the data collection strategies, the interview transcriptions were analyzed and coded into meaning clusters. From the interview transcription the researcher identified formulated meanings of significant statements, discovering and illuminating hidden in the various context. Reoccurring themes were identified, allowing for emergence of themes that were common to all the participants' interviewed. The NBCTs described how and where they learned to reflect on their practice.This qualitative study described and explained ten Oklahoma National Board Certified Teachers' (NBCTs') perception on reflective practice. The conceptual framework employed in this study was phenomenology. The researcher question: How do National Board Certified Teachers learn and engage in reflective practice to improve their pedagogical practice? Participants' selection was based on their successful completion of the National Board process and response to an invitational e-letter. ...