Making sense of reflection: a comparison of beginning and experienced teachers’ perceptions of reflection for practice

@article{Williams2011MakingSO,
  title={Making sense of reflection: a comparison of beginning and experienced teachers’ perceptions of reflection for practice},
  author={Ruth Williams and Lexie Grudnoff},
  journal={Reflective Practice},
  year={2011},
  volume={12},
  pages={281 - 291}
}
The importance of reflection for learning has been emphasised in professional education programmes. In teacher education, a number of researchers have claimed the success of various initiatives in developing teachers as reflective practitioners. However, there appear to be few studies comparing and contrasting beginning and experienced teachers’ perceptions of the usefulness of reflection for practice. The study reported here examined how reflection was used by experienced and beginning… 
Reflecting others and own practice: an analysis of novice teachers’ reflection skills
The first year of work is critical in novice teachers’ development and learning. This study examined differences in novice teachers’ reflections about cases of classroom challenges between the
Mediating pedagogical innovation via reflective practice: a comparison of pre-service and in-service teachers’ experiences
Recent school curriculum reform in New Zealand is promoting a shift from a teacher-led didactic pedagogical approach to a learner-centred and experiential model. However, facilitating changes to
The use of critical reflection manual in writing reflective journal: A case study of Malaysian student teachers’ perceptions
Reflective journal writing is a common tool for reflection to engage student teachers (STs) in reflective practice during teacher clinical experience (TCE) or teaching practicum. However, studies
Reflection in teacher education: issues emerging from a review of current literature
Reflection has become an accepted component of teacher education programs. Yet the concept has been much criticized, in particular its role in improving professional practice. This paper provides an
After All, Who Lectures the Lecturer? Exploring the Barriers Impacting the Development of a Reflective Practitioner
Reflective practice has successfully shifted towards evolving into one of the standards of lecturers’ professional development, although it would appear that it has been psychologically constricted
Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach
Teachers’ beliefs and perceptions play a significant role in how teachers experience learning and strongly influence what they will, or will not do in their classrooms. This study seeks to understand
Reflecting the Reflective Journal Training in South Sulawesi, Indonesia: The Case of Secondary Teachers from Bugis Ethnic Group.
This paper describes research into the efficacy of the Reflective Practice (RP) training for teachers in Sulawesi, Indonesia by the Decentralized Basic Education Project of the Organization for
The influence of attribution style on beginning teachers' professional learner identities
It is well documented that entry into the teaching profession tests beginning teachers’ ability to cope and build capacity as they encounter the realities of teaching. Professional learning –
Case for reflection in engineering education- and an alternative
TLDR
This paper examines the use of reflections in engineering education, especially during the last century by reviewing the research and pedagogical approaches in utilization of reflections and various reflective activities inengineering education.
...
1
2
3
4
...

References

SHOWING 1-10 OF 40 REFERENCES
Encouraging the Reflection Process in Undergraduate Teachers using Guided Reflection
THIS PAPER REPORTS ON the findings of a study conducted with a group of early childhood education undergraduate students. The study trialled a number of guided reflection techniques that acted to
Characteristics of Reflective Practitioners: towards an operationalization of the concept of reflection
Abstract This article reports about a research project on reflective teaching in a preservice teacher education program. The program is based on an explicit view of good teaching and a theory of
Developing reflective practice in student teachers: collaboration and critical partnerships
This paper considers ways in which trainee teachers can be helped to develop their ability to engage in reflection on their practice. The context for the research is a Block School Experience
A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice
This paper explores the experiences of reflective practice with a group of participants during their transition from higher education to professional practice. A longitudinal study was conducted with
Conceptualizing reflection in teacher development
Reflective teacher education programs - an analysis of cases, L. Valli a conceptual framework for reflection in preservice teacher education, V.K. LaBoskey theory, theorising and reflection in
Making thinking public: reflection in elementary teacher education
In this phenomenological study I listened to pre‐service teachers' voices and unearthed the discursive practices present in reflective teacher education. The dialectic of the personal and the public
Reflective teaching and teacher education
...
1
2
3
4
...