Secondary Teachers' Understanding and Use of Reflection: An Exploratory Study

Autor/in	Laverick, Vincent T.
Titel	Secondary Teachers' Understanding and Use of Reflection: An Exploratory Study
Quelle	In: American Secondary Education, 45 (2017) 2, S.56-68 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Secondary School Students; Student Attitudes; Teacher Improvement; Secondary School Teachers; Reflective Teaching; Educational Practices; Teacher Effectiveness; Interviews; Teacher Surveys; Models; Student Development; Faculty Development; Ohio + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik; Analogiemodell
Abstract	As teachers are examining methods to improve their practices due to teacher evaluation systems that incorporate student growth, a renewed focus has been placed on teacher effectiveness. Because reflective teachers have been shown to be more effective, this qualitative study examined the understanding of reflection among five secondary school teachers who participated in the study. Findings from interviews and a survey were analyzed using four factors from Rodgers' (2002) definition of reflection. The teachers defined meaning-making and displayed it in their practices but did not display or define the other elements of reflection that are identified in the model. The findings provide an opportunity for secondary teachers to improve by learning the benefits of the full reflective process. (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01