Candidates Use a New Teacher Development Process, Transformative Reflection, to Identify and Address Teaching and Learning Problems in Their Work With Children
Datos Bibliográficos
| ID | 4308102 |
|---|---|
| Autores | Kara Naidoo (0000-0003-1963-0857, Iona College, New Rochelle, NY, USA, autor de correspondencia), Susan A Kirch (New York University, New York City, USA) |
| Año | 2016 |
| Volumen | 67 |
| Número | 5 |
| Páginas | 379-391 |
| Fecha de publicación | 2016-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487116653659 |
| OpenAlex | W2471606175 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 33 |
This article has two aims: (a) to offer a new model for a teacher preparation course that features reflection and teaching as integral, inseparable actions and (b) to provide empirical evidence from an exploratory ethnography to demonstrate teacher development possibilities with this model. The model, termed Transformative Reflection, was founded on principles from cultural-historical activity theory (CHAT) and empirical work on reflection. This study examines two CHAT-based mediation practices that became a focus of 12 childhood education masters students inquiry during reflection sessions: (a) posture as a tool for working with students and (b) open questions as a tool to re/orient learners. Based on analysis of observations, interviews, journals, and video, we found candidates took action individually and collectively to interrogate and, in many cases, change how they planned learning activities, how they re/oriented learners to the learning object, and how they viewed students as agents
Action research · Mathematics education · Mediation · Pedagogy · Process (computing) · Reflection (computer programming) · Social science · Sociology · Teacher education · Transformative learning · Computer Science · Innovative Education and Learning Practices · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
A Literary Shadow Study
Visions of Middle School
Reflecting on Others Before Reflecting on Self
How Do Prompts Shape Preservice Teachers' Reflections? A Case Study in an Online Technology Integration Class
Early Career Teachers' Sense of Professional Agency in the Classroom and Associations With Their Perception of Transformational Leadership Vision and School Size
Using video to teach future teachers to learn from teaching
Expansive Learning at Work
The reflective practitioner
Conversation Analysis
Activity as Object-Related
English Teacher Candidates Developing Dialogically Organized Instructional Practices
Toward a broader dialectic
Reflection as a visible outcome for preservice teachers
Engaging student teachers in meaningful reflective practice
Reflection in teacher education
Linking Theory and Practice
Motivating Mathematics Learning
Back to the Future
Developing and Sustaining Critical Reflection in Teacher Education
Facilitation and Teacher Behaviors
Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education
Effective Reflective Practice
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Constructing 21st-Century Teacher Education
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 0,83 |
| Intervalo de citas | 2020 - 2025 (6) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |