Action and reflection in teacher education

Cover of: Action and reflection in teacher education |

Published by Ablex Pub. Corp. in Norwood, N.J .

Written in English

Read online

Places:

  • England.,
  • Wales.

Subjects:

  • Teaching.,
  • Teachers -- Training of -- England.,
  • Teachers -- Training of -- Wales.,
  • Group work in education.

Edition Notes

Includes bibliographical references and indexes.

Book details

Statementedited by Gareth Rees Harvard, Phil Hodkinson.
ContributionsHarvard, Gareth Rees., Hodkinson, Phil.
Classifications
LC ClassificationsLB1725.G6 A628 1994
The Physical Object
Paginationxi, 274 p. :
Number of Pages274
ID Numbers
Open LibraryOL1085998M
ISBN 100893918970, 1567500587
LC Control Number94009903

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Throughout the world, teacher education is once more in the spotlight. This book focuses on recent trends and experiences in England and Wales, where external pressures have caused tension between the technician model of teacher education, in which teachers learn primarily on the job alongside colleagues, and traditional forms of teacher education based in higher education by: Throughout the world, teacher education is once more in the spotlight.

This book focuses on recent trends and experiences in England and Wales, where external pressures have caused tension between the technician model of teacher education, in which teachers learn primarily on the job alongside colleagues, and traditional forms of teacher education based in higher education institutions.

ISBN: OCLC Number: Description: xi, pages: illustrations ; 24 cm: Contents: Action and reflection in teacher education book. Perspectives on Teacher Education / Phil Hodkinson and Gareth Harvard --Ch. tions of Reflective Practice in Teaching and Teacher Education / Kenneth M.

Zeichner --Ch. ential Learning in the Context of Teacher Education. Action Research as a Tool for Reflection in Teacher Education: /ch Education is context-specific and requires knowledge of the dynamics, participants, and aspects of this particular context.

Indeed, it cannot be consideredAuthor: Seçil Dayioğlu Öcal. Teacher reflection on action has been studied extensively in the last 25 years. To appreciate the concept and its use, we should look at the key features of reflection on action (TRA) as.

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching.

The concepts ‘reflection’ or ‘reflective practice’ are entrenched in the literature and discourses of teacher education and teachers’ professional development. Children’s Literature, Culturally Responsive Teaching, and Teacher Identity: An Action Research Inquiry in Teacher Education Adrian D.

Martin & Tamara Spencer Pages: Reflection in Teacher Research Reflection is a significant component of self-study and action research (Mills, ) as it is a powerful way to know about the self in research and practice as well as to unpack the very self in teaching practice.

Reflective practice in teacher education allows teacher educators to. Schon, DAThe Reflective Practitioner, Basic Books, New York. Smyth, J‘Developing and Sustaining critical reflection in Teacher Education’, Journal of Teacher Education, vol.

40, no. 2, pp. *As an Amazon Associate I earn from qualifying purchases. Schon (,) suggests two levels of reflection: (i) reflection-in-action and (ii) reflection-on-action, partly based on Dewey’s () work. While Schon’s () theory differs in the criteria that constitute the content of reflection, in that he does not consider teaching to be the imple.

Reflection, learning and education. What constitutes reflection – and what significance does it have for educators. The contributions of Dewey, Schön and Boud et. assessed. Contents: Dewey – and How We Think Boud et.

Action and reflection in teacher education book – reflection: turning experience into learning Schön – reflection in and on action further reading. When considering reflection we cannot escape the.

50 Action Strategies. Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education, 7, Grant, C., & Zeichner, K. • Shön, Donald A. () The Reflective Practitioner: How Professionals Think in Action.

New York, NY: Basic Books. () Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass A Whiley Imprint. • Korthagen, Fred A. () Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahawah, NJ: Lawrence Erlbaum.

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching.

Reflection-on-action is looking back on and learning from experience or action in order to affect future action. Reflecting after an event is probably the most frequently used form of reflection.

Reflection-for-action involves analysing practices with the purpose of taking action to change (Killion and Todnem). Teachers who effectively use reflection give students the freedom to choose how they reflect, whether in writing, through video, or in face-to-face conferences.

Ask students to share their reflections with others. For example, teachers may have students maintain a reflection blog throughout the school year.

in action. This led to Schön () coining reflection-on-action and reflection-in-action as the two forms of reflective thinking.

His model of the ‘epistemology of practice’ (p. 49) was timely and well received within teacher education and research. According to Schön () reflection-in-action.

Rather than empowering teachers, what individual reflective processes actually do is to send teachers on guilt trips in the vain search for the alchemists’ equivalent of the philosopher’s stone.

Reference: Smyth J (): Developing and sustaining critical reflection in teacher education. Journal of Teacher Education 40(2) The process of reflection is a cycle which needs to be repeated. • Teach • Self-assess the effect your teaching has had on learning • Consider new ways of teaching which can improve the quality of learning • Try these ideas in practice • Repeat the process.

Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, ). This book details the most contemporary principles and techniques that can assist emerging and seasoned professionals alike bring theory, research and reflection to bear on their practice." (John A.

Mueller, Ed.D., Professor, Department of Student Affairs in Higher Education ). in teacher education. As a result, student teachers as well as experienced teachers often consider reflection as something vague, if not downright useless (Cole, ).

Action-oriented Versus Meaning-oriented Reflection Regretfully, teacher reflection often remains a. Book > Professional Books > Staff Development & Professional Learning Resources to help you transition to teaching online Instructors: To support your transition to online learning, please see our resources and tools page whether you are teaching in the UK, or.

Reflective Teacher An empowered teacher is a reflective decision maker who finds joy in learning and in investigating the teaching/learning process—one who views learning as construction and teaching as a facilitating process to enhance and enrich development.

—Fosnot (. 9 donald a. schon, the reflective practitioner: how professionals think in action (). 10 donald a. schon, educating the reflective pracitioner: toward a new design for teaching and learning in the professions (, ). 11 the reflective turn: case studies in and on educational practice (don-ald a.

schdn, ed., ). Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning. A reflective teacher is an effective teacher. And educators do tend to reflect on their teaching methods.

In an article titled "Teacher Reflection In a Hall of Mirrors: Historical Influences and Political Reverberations," researcher Lynn Fendler states that teachers are reflective by nature as they continuously make adjustments in instruction.

For example, with reference to teacher education, Larrivee, () argues that reflective practice is fusing together personal beliefs and values into a professional identity whereby critical reflection can take place without staying trapped in unexamined assumptions and expectations of.

Books such as these also illustrate another distinction that belies the more simplistic definition of reflection. Schon differentiates between reflection-in-action and reflection-on-action ().

Reflection-in-action is formative in that it is a part of the interactive phase of teaching. Self-reflection is important because it’s a process that makes you collect, record, and analyze everything that happened in the lesson so you can make improvements in your teaching strategies where necessary.

The Process of Reflection. Connecting self-reflection to effective teaching is a process. Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action, Edition 2 - Ebook written by Tony Ghaye. Read this book using Google Play Books app on your PC, android, iOS devices.

Download for offline reading, highlight, bookmark or take notes while you read Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action, Edition 2. This book is very down-to-earth and realistic in the advice it provides for the vital skill of reflective teaching and how to encourage reflective learning.

It has a wealth of practical advice for the teacher combined with the theory which underpins the necessity for this ongoing practice. The action-reflection model was hence developed as a counterbalance to a hierarchical tradition of apprenticeship, which was central in the Norwegian teacher education through to until the late s.

This apprenticeship model emphasized the master’s work as an example to be imitated (Carson and Birkleland ( 68). Characteristics. Donald Schön's book The Reflective Practitioner introduced concepts such as reflection-on-action and reflection-in-action which explain how professionals meet the challenges of their work with a kind of improvisation that is improved through practice.

However, the concepts underlying reflective practice are much older. Earlier in the 20th century, John Dewey was among the first to write. The role of reflective teaching in teacher education Reflective practice is used at both the pre-service and in-service levels of teaching.

Coaching and peer involvement are two aspects of reflective practices seen most often at the pre-service level. In a study on how student teachers develop the skills necessary for reflective teaching.

Introduction to Critical Reflection and Action for Teacher Researchers is based on the idea that reflection is in itself a deliberate action and something we must live - it is key to understanding our practice and is a core component of action research.

This book is a valuable guide for teachers, trainee teachers and researchers interested in. teacher educators must also model how reflection-on-action and reflection-for-action work.

Teacher educators can be assisted in this endeavor by incorporating action research into their courses. This type of research involves the same cycles of plan, act, observe and reflect that reflection does (Liston &. ‎A snapshot of how teachers in Manitoba are using technology in innovative ways to improve teaching and learning.

The teachers also reflect on how using technology has changed their practice and their classrooms. Nineteen teachers (in fifteen chapters) describe technology use from games to. Appreciate the relevance of developing through reflection in your teaching Issues with the model as described may include the point that the model is less useful for making assessments of teaching in action; it is more suited to summative reflection, and perhaps is less useful for immediate use as a consequence.

Nurse Education in. This book, which focuses on the language arts teacher/researcher, is offered as a testament to teachers' expanding participation in collecting data and building theories about teaching, learning, curriculum, and assessment.

The book's 24 chapters are grouped into four parts. The first part addresses general issues about teacher research: its definition, its historical foundations; its.

Do you consider yourself a reflective teacher? Learning and understanding how you can use self-reflection and evaluation in education to move your career and personal life forward to achieve your goals. Self-reflection and evaluation are an important part of my daily routine.

Trust me, it works. Improved class performance, small ‘thank you' notes from students and their parents, and the.Schon () suggests reflection ‘on action’ and reflection in action’ this theory seems to work well for me during the placement due to unpredictable actions that may arise within our classroom environment according to Miettinen ().

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