Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning

Autor/inn/en	Jamil, Faiza M.; Hamre, Bridget K.
Titel	Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning
Quelle	In: Action in Teacher Education, 40 (2018) 2, S.220-236 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1424051
Schlagwörter	Reflection; Faculty Development; Cognitive Science; Online Courses; Teaching Methods; Teacher Student Relationship; Teacher Education; Preschool Teachers; Classroom Techniques; Short Term Memory + Suchen Sie Ihr Suchwort? Kognitionswissenschaft; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenführung; Kurzzeitgedächtnis
Abstract	Teacher reflection has been at the core of teacher development efforts for almost 100 years, yet inconsistency in the literature results from a lack of clarity on how reflection is conceptualized--from its purpose to processes, and how they relate to refining teacher practice. This article draws from research in cognitive science to explain how engaging in an ongoing reflection approach, focused on observations of real classrooms, can help teachers refine their responses to classroom situations over time. The authors also provide examples of this reflective approach from an online course for early childhood teachers focused on improving teacher--child interactions in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01