The reflective journal: A window to preservice teachers' practical knowledge

Francis, Dawn

doi:10.1016/0742-051x(94)00031-z

Cited by 179 publications

(108 citation statements)

References 10 publications

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“…The notion of reflection as a way in which teachers learn has become something of a buzzword in education (Francis 1995;Tillema 2000). Most of the existing general research elaborates or tests the reflection-in/on-action model developed by Scho¨n (1987).…”

Section: Teacher Workplace Learningmentioning

confidence: 99%

Self-regulation in Higher Education Teacher Learning

2005

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Abstract. Various studies have focused on self-regulated student learning. However, little attention has been given to the self-regulation processes in teacher learning. In this study, we focus on the work-related learning processes reported by experienced higher education teachers. The aim of this study was to discover whether teachers actively self-regulate their learning experiences (as their students are expected to do) and to examine how this regulation takes place in the workplace. We tested some generally held assumptions and conceptions regarding teacher learning. Fifteen experienced college teachers, from three different colleges in The Netherlands, participated. Two semi-structured interviews and a (digital) diary study were used as the primary data collection methods. We collected 86 examples of teacher learning episodes. These were analysed using a phenomenographic method. The results show that our teachers' learning experiences are not as self-regulated, planned, reflective, or spiral as some assume. Sometimes, the teachers' learning was planned (self-regulated), but mostly it occurred in a non-linear (both external and self-regulated) or spontaneous (externally regulated) way. We conclude that our teachers do not always self-regulate their learning, but they mostly do self-regulate their teaching practice (with learning as a result).

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Section: Teacher Workplace Learningmentioning

confidence: 99%

Self-regulation in Higher Education Teacher Learning

2005

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“…The examination of reflective journals has been widely used in research concerning reflective practice (Bell, 2001;Collier, 1999;Dart et al, 1998;Francis, 1995;Mallette et al, 2000;Moore, 2003;Stuart and Thurlow, 2000;Ward and McCotter 2004).…”

Section: Methodsmentioning

confidence: 99%

How Cypriot primary school teachers promote their professional development through reflective practice

Loizou

2011

Education 3-13

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This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. Signature ………………… ABSTRACTThis study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development.In particular this study explores the Cypriot primary school teachers' understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection.The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice.The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, In addition a mismatch emerged between the Cypriot primary school teachers' views of reflection and their long term goals for professional development.This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation. The aims and goals that should be pursued in each primary school are also decided by the MOEC. Circulars are sent to each primary school at the beginning of each year in which these goals are specified and directions for their implementation are provided. 4If a certain school decides that it is necessary to pursue more goals than the goals prescribed by the Ministry, it has the freedom to do so, as long as the latter goals are not neglected. The curriculum for the primary school or any changes in this curriculum are prescribed by the MOEC. Textbooks with which this curriculum will be taught, as well as teachers' books, are prepared and sent to schools by services approved by the MOEC. Guidelines about the teaching of this curriculum are also sent by the MOEC either through circulars or editions like the "Curriculum Programmes for Primary Education" (MOEC, 1997).Opportunities for professional development are provided by the MOEC and the Pedagogical Institute (tertiary level institute responsible for in-service training).These opportunities include circulars, teachers' books and short seminars by the MOEC and afternoon voluntary classes by the...

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“…For example, research involving higher and continuing education students found that many do not initially understand how reflection may help them and feel that reflection is over-emphasised, failing to see its relevance to their learning [6,7]. Moreover, there is limited evidence of adoption of reflection in primary and secondary school contexts [8].…”

Section: Supporting Reflectionmentioning

confidence: 99%

“…Teachers participating in the project have been implementing packages of learning activities 6 in their classrooms, in many cases within a 'learning story', or narrative exemplifying how a package of learning activities may support learning and teaching in the classroom. This has usually been in the form of a 'project' taking place over several lessons.…”

Section: Fig 1 Extract From Teamup Manualmentioning

confidence: 99%

Facilitating Student Reflection through Digital Technologies in the iTEC Project: Pedagogically-Led Change in the Classroom

McNicol

Lewin

Keune

et al. 2014

Lecture Notes in Computer Science

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Abstract. During the Europe-wide iTEC project, student reflection has been supported through the development of two dedicated digital tools: TeamUp and ReFlex. Using these tools, students are able to monitor their progress, thus gaining a greater awareness of their learning achievements and an appreciation of the new skills they have developed. Although TeamUp and ReFlex have been well-received by teachers and students, the use of audio-visual tools to support reflection was novel for most and the project evaluation highlighted the need for detailed guidance if these technologies are to be exploited to their full advantage.

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The reflective journal: A window to preservice teachers' practical knowledge

Cited by 179 publications

References 10 publications

Self-regulation in Higher Education Teacher Learning

Self-regulation in Higher Education Teacher Learning

How Cypriot primary school teachers promote their professional development through reflective practice

Facilitating Student Reflection through Digital Technologies in the iTEC Project: Pedagogically-Led Change in the Classroom

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