Reflective Teaching via a Problem Exploration–Teaching Adaptations–Resolution Cycle

Hayden, H. Emily; Chiu, Ming Ming

doi:10.1177/1558689813509027

Cited by 22 publications

(12 citation statements)

References 37 publications

(60 reference statements)

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“…RT helps teachers in the process of examining and evaluating their experiences (Burgoyne & Chuppa-Cornell, 2018). Thence, teachers who can think reflectively learn from their experience and can improve their teaching skills over time (Hayden & Chiu, 2015). In line with what has been stated, it is significant to examine the CT and RT skills of prospective teachers in terms of taking precautionary measures.…”

Section: Why Are Ct and Rt Skills Important For Prospective And Practmentioning

confidence: 80%

“…Prospective teachers will learn to question their experiences as they develop RT skills. Bearing in mind this when they start teaching, they can improve their teaching practices in their classrooms (Hayden & Chiu, 2015;Yu & Chiu, 2019). Similarly, CT skills of prospective teachers can develop through monitoring, evaluating and reflecting on the problem solving process (Rott & Leuders, 2017).…”

Section: Limitations and Recommendationsmentioning

confidence: 99%

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The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Erdoğan

2020

Participatory Educational Research

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The aim of this study was to analyze the relationship between critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers. In addition, it was aimed to examine critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers with regard to some variables (gender, grade level, academic achievement level). This study adopts one of the general survey models: relational survey model. 201 prospective middle school mathematics teachers studying in Elementary Mathematics Teacher Education Program at a state university participated in this study. Reflective Thinking Scale and Critical Thinking Standards Scale were used. For the data analysis, descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis were used. The findings of this study showed that the prospective teachers' critical thinking skill level is high (agree), reflective thinking skill level is at moderate level (neutral). Critical thinking skills of the prospective teachers were significantly different in terms of gender and academic achievement. On the other hand, reflective thinking skills of the prospective teachers were significantly different in terms of grade level. Besides, there was a positive, significant and moderate relationship between critical thinking skills and reflective thinking skills of the prospective teachers. The prospective teachers' critical thinking skills were the significant predictors of their reflective thinking skills. It was found that critical thinking skills explained 24% of the variance related to reflective thinking skills.

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Section: Why Are Ct and Rt Skills Important For Prospective And Practmentioning

confidence: 80%

Section: Limitations and Recommendationsmentioning

confidence: 99%

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Erdoğan

2020

Participatory Educational Research

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“…The main data collection technique involved personal reflective notes that were made about the quality of the teaching and learning strategies used in all lectures and tutorials (see Hayden and Chiu, 2015). The purpose of the reflective notes was used to record an account of the teaching sessions immediately after a class took place, so that these entries were not influenced by unfair perceptions (whether they are positive or negative).…”

Section: Methodsmentioning

confidence: 99%

“…This approach allowed ideas to be planned about the teaching and learning approaches that should (and should not) be used to maximise the students’ engagement (see Travers et al , 2015). A decision was made to not collect data from a more conventional research method, like surveys or interviews, as the observational method was a very personal technique (Hayden and Chiu, 2015), that supplemented the ongoing reflection of the effectiveness of the teaching and learning strategies. If interviews or surveys had been conducted, the students may have felt obliged to provide socially desirable answers (as opposed to their truthful perceptions).…”

Section: Methodsmentioning

confidence: 99%

Teaching marketing to non-marketers: some experiences from New Zealand and the UK

Crick

2018

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Purpose The purpose of this paper is to explore how marketing can be taught to students originating from non-marketing or non-business backgrounds (non-marketers), so that academics can engage such students in lectures and tutorials. Design/methodology/approach The research design involved a qualitative methodology using data from two undergraduate marketing courses (one in New Zealand and one in the UK) that contained a large proportion of non-marketing students. Data were collected from a combination of empirical and archival sources and were analysed using self-reflection techniques, alongside other checks for methodological credibility. Findings When teaching marketing to non-marketing students, it is important to integrate theory with practice to help their learning (e.g. through practical case studies). Marketing educators must also maximise their interactivity with their students and have in-class discussions to engage the cohort. Further, lecturers and tutors should relate marketing theories and concepts with non-business subjects to demonstrate the subject’s relevance to students with limited commercial knowledge. These teaching and learning strategies were important for students intending to become entrepreneurs after graduating from university, as well as those planning to enter paid employment. Originality/value Prior studies have focussed on teaching marketing to specialist marketing students; however, they have scarcely considered how educators can teach non-specialist marketing to students with non-marketing and non-business backgrounds. This viewpoint solves this research problem, by discussing the best ways that academics can maximise such students’ engagement. It is proposed that the main way that non-marketers can be engaged is through linking marketing with their subjects-of-origin, to demonstrate how marketing activities apply to all organisations and should not be overlooked. A framework is presented, based on the empirical data, to help academics teach marketing to non-marketers. This paper ends with some directions for future research.

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“…Barnhart and van Es (2015) found in their study that teachers who used reflective thinking to interpret the nuances of their students' actions allowed them to respond appropriately to their students' needs as well as use teaching as a learning profession, where they learn from their practice over time. Teachers who were asked to reflect on their teaching found it to be helpful in problem solving and problem resolution (Hayden & Chiu, 2015). With the call of the Malaysian government to develop critical thinking in students as one of the six attributes to be attained, a definition of critical thinking in line with the current skills and needs of these students has to be examined.…”

Section: Reflective Thinkingmentioning

confidence: 99%

Pre-service Teachers' Reflection on Reflective Practices: A Malaysian Perspective

Choy¹,

Yim²,

Sedhu³

2019

ujer

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This study aimed to explore the use of reflective thinking practices incorporated into classroom teaching by pre-service teachers (PSTs). Firstly, this study investigated the reflective thinking practices used by PSTs to analyse their teaching strategies and approaches in the classroom. Secondly, this study explored the ways PSTs use reflective thinking to analyse their teaching practice. The qualitative method employing semi-structured interviews was used in this study. A sample of 11 female final year PSTs enrolled in Bachelor of Education programmes in a Malaysian university, who had just completed their 16-week teaching practicum that was selected as the participants of this study. The data were analysed using the interpretive approach in order to allow the PSTs to voice their reflective thinking experiences. Analysis of the data yielded seven categories: Opportunities to reflect, Expression of feelings, Teaching awareness, Lifelong learning, Self-confidence, Self-assessment, and Self-belief. Overall, the findings of this study indicated positive perceptions by the PSTs about using reflective practices to help them teach. However, the findings also showed that the reflection carried out by the PSTs favoured the technical and practical levels rather than being able to critically analyse their own teaching process. The results also indicated that the PSTs were not open to negative feedback given by students, as they were looking more towards the popularity factor and acceptance from students than learning from the experience as a whole. A major implication of the present study was that Malaysian PSTs may not know how to effectively use reflective thinking to help them improve their teaching skills at the same time cultivate critical thinking. They seemed to focus more on being evaluated well by their mentors than the learning that occurred during their lessons.

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Reflective Teaching via a Problem Exploration–Teaching Adaptations–Resolution Cycle

Cited by 22 publications

References 37 publications

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Teaching marketing to non-marketers: some experiences from New Zealand and the UK

Pre-service Teachers' Reflection on Reflective Practices: A Malaysian Perspective

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