Impact of Case-Based Instruction on Student Teachers' Reflection on Facilitating Children's Learning

Rosen, Dina

doi:10.1080/01626620.2008.10463479

Cited by 18 publications

(9 citation statements)

References 14 publications

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“…It involves a lot of deep thinking about one's practice, including self-observation and self-evaluation, which should lead to improvement and professional development. Most of the definitions of reflection found in the literature agree upon common elements: reflection is a process (Bean & Stevens, 2002;Davis, 2006;Farrell, 2007;Griffin, 2003;Lee, 2005;Nagle, 2008;Norsworthy, 2009), it can be taught (Francis, Tyson, & Wilder, 1999;Jay & Johnson, 2002;Nagle, 2008;Russell, 2005), it involves making decisions (Boyd, Boll, Brawner, & Villaume, 1998;Day, 1993;Larrivee, 2008;Rosen, 2008;van Manen, 1977), and it can positively impact professional growth (Farrell, 2007;Richards & Farrell, 2005;Richards & Lockhart, 1996;Villegas-Reimers, 2003;Wildman, Magliaro, Niles, & McLaughlin, 1990).…”

Section: Defining Reflectionmentioning

confidence: 99%

Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

Almusharraf¹

2019

IJL

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This study was an attempt to develop student teachers’ level of reflection as a result of having a blended teaching practice course. More specifically, its aim was to develop their reflection and performance by having them engage in certain reflection-enhancing tasks in an online e-portfolio during the practicum. To achieve this goal, the study was conducted using 8 student teachers in a practicum course offered at Imam Mohammed ibn Saud Islamic University. This study addressed the research question: How does engaging EFL student teachers in e-portfolio-based reflection-enhancing tasks affect their level of reflection as it pertains to lesson planning and teacher research? El-Okda’s (2009) rubric for assessing reflection was used to evaluate the participants’ reflection-enhancing tasks using descriptive statistics. The findings of this study suggest that the participants understood and learned to reflect through participation in reflection-enhancing tasks with respect to lesson planning and teacher research. The recommendation that a reflection component with a framework of assessment should be incorporated into teaching methods courses and teacher preparation programs is presented.

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Section: Defining Reflectionmentioning

confidence: 99%

Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

Almusharraf¹

2019

IJL

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“…Likewise, according to the early childhood education guidelines set forth by the Japanese government (Ministry of Education, Culture, Sports, Science, and Technology, 2000), early childhood teachers need to reflect on their teaching methods and on their evaluations of children by focusing on children's everyday life experiences. American educators also view reflection as a way to improve pre-service teachers' teaching methods (Hiebert et al, 2002;AskellWilliams et al, 2007;English, 2007;Welch & James, 2007;Rosen, 2008).…”

Section: Discussionmentioning

confidence: 96%

“…Teacher educators in the United States view reflection as a means to facilitate pre-service teachers' understanding and improvement of teaching practice (Hiebert et al, 2002;Askell-Williams et al, 2007;English, 2007;Welch & James, 2007;Rosen, 2008) and as a way to better understand themselves as they interact with children, families, and colleagues. University instructors use written assignments such as journaling, shared journaling, or writing about lesson plan implementation as strategies to develop reflection in pre-service preparation courses (Corcoran & Leahy, 2003;Lee, 2004;Pewewardy, 2005).…”

Section: Reflection In the United Statesmentioning

confidence: 99%

Reflective Skills of Pre-Service Teachers: A Cross-Cultural Study of American and Japanese College Students

Izumi-Taylor

Lee

Moberly

et al. 2010

Research in Comparative and International Education

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The purpose of this study was to examine similarities and differences in concepts of reflection among American and Japanese pre-service teachers majoring in early childhood education. Pre-service teachers completed a survey asking them to describe approaches and processes of reflection in their daily practice. The quantitative and qualitative data analysis revealed that both American and Japanese pre-service teachers considered reflection to be related to their thinking, improvement, and morals. However, although American pre-service teachers viewed reflection to be associated with teaching skills, none of their Japanese counterparts perceived it in this way. Their cultures clearly influenced their concepts of reflection: specifically, American pre-service teachers noted that college instructors encouraged them to write down their reflections, while their Japanese counterparts indicated that reflection was supported by talking to others. Reflection was perceived to be a disposition by American pre-service teachers, whereas their Japanese counterparts viewed it as a skill that they had already learned from early childhood. Implications for teacher education are also presented.

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“…According to El-Okda (2009), reflection is associated with Moghaddam, Davoudi, Adel, & Amirian (2020) indicated that "adopting reflective practice requires teachers to collect data and think over their actions to enhance their teaching practices" (p.279). Most of the definitions of reflection found in the literature agree upon common elements: reflection is a process (Bean & Stevens, 2002;Farrell, 2015;Nagle, 2008;Norsworthy, 2009), it can be taught (Jay & Johnson, 2002;Nagle, 2008;Russell, 2005;Weber, 2013), it involves making decisions (Larrivee, 2008;Rosen, 2008), and it can positively impact professional growth (Corrigan & Loughran, 2008;Farrell, 2015;Richards & Farrell, 2005).…”

Section: Reflection Definedmentioning

confidence: 99%

Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations

Almusharraf¹

2020

AWEJ

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This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.

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Impact of Case-Based Instruction on Student Teachers' Reflection on Facilitating Children's Learning

Cited by 18 publications

References 14 publications

Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

Reflective Skills of Pre-Service Teachers: A Cross-Cultural Study of American and Japanese College Students

Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations

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