The Impact of Teacher Knowledge Seminars: Unpacking Reflective Practice.

Autor/inn/en	Curtis, Andy; Szestay, Margit
Titel	The Impact of Teacher Knowledge Seminars: Unpacking Reflective Practice.
Quelle	In: Teaching English as a second or foreign language, 9 (2005) 2, S. 1-16 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Literaturangaben; Fragebogen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Interview; Einstellung (Psy); Selbsteinschätzung; Lehrer; Lehrerfortbildung; Fremdsprachenunterricht; Englischunterricht; USA
Abstract	The paper reports on the learning outcomes described by experienced teachers attending a program designed to enable them to come together to engage in professional development through structured and systematic reflective practice. In the first part of the paper, the authors look briefly at some of the challenges of defining "reflective practice". They then describe the particular project they worked with, and present the collection and analysis of interviews with seven teachers and survey data from 35 teachers working within and near to schools in Vermont, USA. Six themes emerged from the teachers' responses: renewed enthusiasm for teaching, looking at teaching with "fresh eyes", shifts in understanding teaching, becoming more reflective and aware as teachers, enhancing the quality of student learning, building professional communities. These recurring themes are discussed in relation to teachers' knowledge, beliefs and learning and in relation to teachers' ways of knowing. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2023/1