Reflective Pedagogical Thinking
How Can We Promote It and Measure It
Dados Bibliográficos
| ID | 4306994 |
|---|---|
| Autores | Georgea M Sparks-Langer (Eastern Michigan University), Joanne M Simmons (Michigan State University), Marvin Pasch (Eastern Michigan University), Amy Colton (Ann Arbor Public Schools), Amy Bernstein Colton (VA Ann Arbor Healthcare System), Alane Starko (Eastern Michigan University), Alane Jordan Starko (Eastern Michigan University) |
| Ano | 1990 |
| Volume | 41 |
| Fascículo | 5 |
| Páginas | 23-32 |
| Data de publicação | 1990-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248719004100504 |
| OpenAlex | W2104280465 |
| Idioma | EN |
| Citações recebidas | 38 |
| Referências citadas | 7 |
The Collaboration for the Improvement of Teacher Education (CITE) is a pre-student teaching program that promotes students' reflective thinking about curriculum, methods, and sociopolitical issues through blocked classes and structured field experiences. The Framework for Reflective Thinking, a coding scheme, was developed to evaluate students' ability to reflect on pedagogical principles underlying teaching decisions, contextual factors affecting the application of the princi ples, and moral, ethical, or political issues surrounding a teaching experience. The initial evalua tion indicated that CITE students were beginning to apply pedagogical principles in making teach ing decisions. Above average students were able to adapt these principles to a specific context. Two additional studies indicated that CITE students showed significantly greater gains in reflection than other methods students not in the CITE program and that the Framework for Reflective Thinking could be used with experienced teachers to note changes in reflective thinking in a year- long staff development effort
Coding (social sciences) · Context (archaeology) · Critical thinking · Curriculum · Field (mathematics) · Mathematics education · Pedagogy · Reflection (computer programming) · Reflective thinking · Sociology · Collaborative Teaching and Inclusion · Computer Science · Mathematics · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Collaborative action research and project work
Psychoanalysis and school psychology
Lessons for the profession
Entre légitimation et intentionnalisation de l’action
From student to teacher
Exploring the value of peer feedback in online learning for the provider
Understanding Teacher Reflectivity in Contemporary Times
Conditions and Contexts for Teacher Inquiry
Hacia una evaluación de la reflexión pedagógica desde la escritura académica
Concept de réflexion
Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections
Initial teacher training
Preparing teachers for the changing future (2014–2018)
Stichwort
Fast-and-frugal means to assess reflection-related reasoning processes in teacher training—Development and evaluation of a scalable machine learning-based metric
Facilitating collaborative reflective inquiry amongst teachers
Digital affordances and teacher agency in the context of teaching Chinese as a second language during Covid-19
Case Method Learning
Fallorientierte Lehrer/innenausbildung evaluieren – Überlegungen zur Modellierung von unterrichtsbezogener Reflexionskompetenz
An Examination of the Construct of Critical Reflection
Using action research in middle level teacher education to evaluate and deepen reflective practice
A framework for facilitating video-mediated reflection
From beginning teacher education to professional teaching
Reflection in teacher education
Modelling reflective practice for pre-service teachers
Teachers’ perspectives on mathematics education research reports
Reflection
A four‐category scheme for coding and assessing the level of reflection in written work
The contribution of rubrics to the validity of performance assessment
Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement
Exploring differences between international business undergraduates’ conceptual understanding
Determining the level of reflective thinking from students' written journals using a coding scheme based on the work of Mezirow
El foco y la profundidad de la reflexión docente en estudiantes de pedagogía en Chile
Reflection in administrator preparation
Cumulative and segmented learning
How Teachers' Classroom Cases Express Their Pedagogical Beliefs
Reflecting on Others Before Reflecting on Self
A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making
| Obras citantes distintas | 38 |
|---|---|
| Citações por ano | 1,09 |
| Intervalo de citações | 1991 - 2024 (34) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 35 |