The Challenge of Involvement in Reflective Teaching: Three Case Studies from a Teacher Education Project on Conducting Classroom Discussions on Socio-Scientific Issues
This article was published in Teaching and Teacher Education, Vol 26, Issue 3, Author(s): Balz Wolfensberger, Jolanda Piniel, Claudia Canella and Regula Kyburz-Graber, “The Challenge of Involvement in Reflective Teaching: Three Case Studies from a Teacher Education Project on Conducting Classroom Discussions on Socio-Scientific Issues”,
Pages 714-721, Copyright Elsevier (April 2010).
The goal of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analyzing and facilitating classroom discussions on socio-scientific issues.
Three cases of teachers' journeys through the project are reconstructed and characterized.
The authors posit that each teacher benefited from the project according to his or her individual situation, needs and learning style.
A number of modifications to the project design are proposed and can be summarized by the idea of assisting teachers more closely and more individually as they pass through the reflective teaching process.