Teaching Reflective Practice: Implementation in the Teacher-Education Setting

@article{Jones2013TeachingRP,
  title={Teaching Reflective Practice: Implementation in the Teacher-Education Setting},
  author={Jennifer L. Jones and Karrie A. Jones},
  journal={The Teacher Educator},
  year={2013},
  volume={48},
  pages={73 - 85}
}
Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered during initial stages of teacher preparation. This qualitative research study seeks to provide one exemplar of this promising practice by exploring the… 
REFLECTIVE PRACTICES OF TEACHER EDUCATORS IN PUNJAB: A NARRATIVE PERSPECTIVE
Purpose of the study: Reflective practices are considered very important and influential for teacher training and professional development. This study was conducted by using a narrative perspective.
Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines
Objective - This study aims to explore the reflective inquiry practices of instructional leaders and examine if there is significant difference in the respondents’ reflective inquiry practices based
Preservice Teachers Use Digital Video to Reflect on Their Own Literacy Learning
TLDR
The use of digital video is described as a tool for preservice teachers to examine their own literacy learning (rather than teaching) practices in order to document the potential benefits of developing observation skills and metacognitive awareness.
Professional Growth Through Reflection and an Approximation of Practice: Experiences of Preservice Teachers as Teaching Assistants in a Secondary Mathematics Teaching Methods Course
Abstract In this article, we describe the experiences of two preservice teachers (PSTs) who served as teaching assistants (TAs) in a secondary mathematics teaching methods course. As TAs, the PSTs
Qualities of the professional English language teacher educator: Implications for achieving quality and accountability
Abstract There is a growing body of literature about the qualities of professional teacher educators (TEs) and their impact on preparing professional teachers. However, English Language Teaching
The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection
Abstract Student teachers’ reflective thinking is closely associated with learning and improving practice. Novice student teachers require adequate support to reflect more deeply. The role of
Reflections in the Educational Leadership Internship: Bridging Theory and Practice
The present study explores how graduate students in an educational leadership program in the United States constructed reflections during an internship. An archival review of students’ assignments
AN INQUIRY APPROACH TO FACILITATE REFLECTION IN ACTION RESEARCH FOR ESL PRE-SERVICE TEACHERS
Reflection is a significant skill in action research, but many practitioners still display unsatisfactory reflective thinking levels, especially among teachers. Pre-service teachers, in particular,
Sights and insights: Vocational outdoor students’ learning through and about reflective practice in the workplace
Outdoor leader and adventure sport education in the United Kingdom has been characterized by an over-emphasis on technical skills at the expense of equally important, but often marginalized intra-
Microteaching: A Technique to Enhance English-as-a-Foreign-Language Teacher Candidates’ Professional Learning
Practicing teaching occupies a vital place in initial teacher training programs, and microteaching technique is implemented in teacher training to create an environment where teacher candidates have
...
1
2
3
4
...

References

SHOWING 1-10 OF 46 REFERENCES
Prospective Teachers' Perspectives on Microteaching Lesson Study.
How do we educate prospective teachers to teach in ways aligned with recent educational research and reforms? How do we help them engage in teaching as reflective practitioners and focus on teaching
Adapted action research as an instructional strategy in a music teacher education programme in Hong Kong
This study explores how adapted action research could act as a catalyst for change in curriculum development and be used as an instructional strategy in a music teacher education programme to enhance
Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students' Math and Writing Outcomes
As a result of the emphasis on professional development schools (PDSs) in teacher education over the past decade, numerous theoretical articles, process descriptions, and research reports provide
The Microteaching Experience: Student Perspectives
Over the past several decades, various activities and strategies have been implemented into Teacher Education methods courses in an attempt to increase the effectiveness of the courses, as well as
Constructing 21st-Century Teacher Education
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education
FACILITATING PRESERVICE TEACHERS’ REFLECTION THROUGH INTERACTIVE ONLINE JOURNAL WRITING
The purpose of this study was to examine the effectiveness of interactive online journal writing on physical education teacher candidates’ reflection, and to explore the content and functions of such
Preparing teachers for multicultural classrooms
...
1
2
3
4
5
...