Search results for: Reflection

Page 26/26 255 items
251
The Role of Socially Constructed Shared Knowledge in Learning to Teach: Collaboration and Reflection in a Computer-Mediated Environment
Authors: Greene Carol H.
This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools from across two states. Participants communicated via chat rooms and threaded discussion lists. The use of computer-mediated communication as a viable means of supporting collaboration and reflection in teacher education is described.
Published: 2008
Updated: Mar. 02, 2008
252
A Self-Study of Professional Development through Program Revision
Authors: Olafson Lori, Giorgis Cyndi, Quinn Linda F., Falba Christy
This paper describes a university-school collaboration that resulted in the creation and implementation of a field-based teacher education program. Key features of this program included immersion in the field, integrated curriculum, supported reflection, and technology integration.
Published: 2007
Updated: Jan. 26, 2008
253
Self-Study Research in a New School of Education: Moving between vulnerability and community
Authors: Larsen Marianne A.
This paper explores the dual and seemingly contradictory potential of self-study research to illuminate our fears, anxieties, tensions and uncertainties as teacher educators, whilst acting as a catalyst for community building. This self-study research was conducted during the founding year of a new school of education, drawing data from surveys and interviews with faculty about their own self-study research and participation in one another's studies.
Published: 2007
Updated: Jan. 26, 2008
254
Facilitating Self-Study of Professional Development: Researching the Dynamics of Teacher Learning
Authors: Hoban Garry F., Butler Sue, Lesslie Loraine
In this study a teacher educator worked with two elementary teachers to facilitate a self-study of their learning during a professional development programme. The programme extended for 6 months and was underpinned by four learning processes - reflection, sharing, action and feedback. The two teachers documented their learning experiences and were interviewed several times during and after the study.
Published: 2007
Updated: Jan. 26, 2008
255
The Soul of Teaching and Professional Learning: An Appreciative Inquiry into the Enneagram of Reflective Practice
Authors: Luckcock Tim
This paper makes a contribution to the theory and practice of educational action research by introducing two theoretical and methodological resources as part of a personal review of sustained professional experience: 'appreciative inquiry' and the 'enneagram'. It is more than a theoretical exercise, however, because it also constitutes an action-oriented reflection on the transitional nature of the author's professional situation, moving from work as a school-based primary school teacher and head teacher to work as a consultant.
Published: 2007
Updated: Jan. 07, 2008