Learning Through Reflective Classroom Practice

Hedberg, Patricia Raber

doi:10.1177/1052562908316714

Cited by 103 publications

(36 citation statements)

References 24 publications

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“…One, both groups of PSTs spent considerable time completing placement tasks and theoretical tasks that appear to reinforce the linkages with the development of reflective practices in professional learning situations (Ash & Clayton, 2009;Hedberg, 2009). These tasks were highly related to the PSTs' theory studies, and pedagogical and classroom management strategies, which PSTs study to develop their psychological constructions such as the mechanisms of teacher identity development (Friesen & Besley, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…A typology of reflection developed by Luttenberg and Bergen (2008) describes the pragmatic, ethical and moral dimensions that foreground the development of teacher identity. Offering a means to expand upon the open or closed nature of reflection, this typology helps to make sense of the type of understanding that follows the application of new concepts (Hedberg, 2009;Matoti & Junqueira, 2013;Parsons et al, 2011;Shoffner, 2011). A similar framework of reflective questioning, published by Croker, Trede and Higgs (2012), makes clear connections between the readiness, reciprocity and responsiveness of individuals as they form collaborative and productive networks that jointly contribute to the development of teacher identity.…”

Section: Teacher Identity and Reflective Practicementioning

confidence: 99%

“…Development of professional identity and the related perception of ability as a teacher are closely linked to effectiveness of classroom practice in terms of both student learning (Chong, Low& Goh, 2011;Pendergast, Garvis & Keogh, 2011) and developmental growth through reflective practice (Hedberg, 2009). An opportunity for identity transformation is an essential component for teacher education courses (Beauchamp & Thomas, 2009;Friesen & Besley, 2013) and there is an added challenge for graduate PSTs, where there is less time to develop as a teacher.…”

Section: Overview Of Australian Undergraduate and Graduate Ite Programsmentioning

confidence: 99%

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Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Geng¹,

Midford²,

Buckworth³

2016

AJTE

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Section: Discussionmentioning

confidence: 99%

Section: Teacher Identity and Reflective Practicementioning

confidence: 99%

Section: Overview Of Australian Undergraduate and Graduate Ite Programsmentioning

confidence: 99%

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Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Geng¹,

Midford²,

Buckworth³

2016

AJTE

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“…Students consistently rank the projects favorably (between 4 and 5 on a 5-point Likert scale) in their regular end-of-term teacher/course evaluations. Many also comment on the important role of self-reflection in selfknowledge (Schon, 1983;Hedberg, 2008 difficult it is to get someone to change when they don't believe "it," whatever that "it" is, needs to be changed. I'm like a new CEO or manager coming in to introduce change to three generations of my husband's family…I've learned that it's not enough to show others the way or provide concrete data that show there is a better way.…”

Section: Learning Outcomes and Implicationsmentioning

confidence: 99%

Using Reflective Practice to Support Management Student Learning: Three Brief Assignments

Reilly

2017

Management Teaching Review

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Acknowledgements: Helpful comments provided by the MTR editors and reviewers are gratefully acknowledged. AbstractReflective practice supports critical thinking and assessment skills through analyzing one's own life experiences, and the role of reflection in learning has been long recognized. However, drawbacks of many reflective practice assignments are their broad scope and lengthy written requirements. I propose that the reflection process is robust enough to support management student learning through short written tasks as well.Three examples of brief reflective assignments are presented suitable for management educators teaching undergraduate, graduate, or non-credit learners: (1) writing an organizational story; (2) a reflection about learning from adversity; and (3) a goaloriented personal change. Learning outcomes and student responses have been positive, and the assignments have also been an insightful teaching experience for the instructor.

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“…The use of the CIQ has been reported in many different educational settings, including health education, 12 adult online education, 13 public communication, 14 , writing, 15 management education, 16 and engineering mechanics. 17 Generally the CIQ has been described as a useful instructional tool that promotes learner reflection.…”

Section: Introductionmentioning

confidence: 99%

What’s Muddy vs. What’s Surprising? Comparing Student Reflections about Class

Keeler

Brooks

Friedrichsen³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Jeff Nason is an associate professor of environmental engineering and associate school head for research and graduate training in the School of Chemical, Biological and Environmental Engineering at Oregon State University. His research and teaching are primarily in the areas of physical/chemical processes for water quality control and aquatic chemistry. In the classroom, he facilitates conceptual learning and frequent formative feedback using the AIChE Concept Warehouse and promotes formal cooperative learning through the use of studio based instruction in high enrollment classes. Dr. Milo Koretsky, Oregon State UniversityMilo Koretsky is a Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU. Classroom assessment techniques that ask students to reflect on material covered in class are believed to help improve learning by allowing the student to actively participate in the learning process while evaluating their understanding of course content.1 Promoting students to be more reflective about their learning experiences allows them to develop robust learning strategies and metacognitive skills that are characteristic of expertise.2 Students' written reflections can also provide instructors with formative information about students conceptions of course content. In this paper, we use the definition of Turns and Atman that reflection is the act of "exploring the meaning of experiences and the consequences of the meanings for future action." 3 Instructors have used several forms of short reflection activities at the end of class. In this paper we compare two such activities which we term Muddiest Point and Most Surprised. Muddiest Point asks the students to answer the exit question, "What was the muddiest point in class this week?" In this activity, the instructor asks students to write a brief, anonymous written comment describing the concept or topic that they found to be the most difficult to understand during class. Similarly, in the Most Surprised reflection activity, the instructor asks students to answer the question "What surprised you most about class this week?" In this study, we use a quasi-experimental design to empirically investigate students' in-class responses to these two end of in-class activities where students were asked to reflect on the class over the last week. One recitation sec...

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Learning Through Reflective Classroom Practice

Cited by 103 publications

References 24 publications

Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Using Reflective Practice to Support Management Student Learning: Three Brief Assignments

What’s Muddy vs. What’s Surprising? Comparing Student Reflections about Class

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