Through the looking-glass: on the other side of 'un'conclusive reflections.

Autor/inn/en	Hatten, Stephanie; McDonald, Denise
Titel	Through the looking-glass: on the other side of 'un'conclusive reflections.
Quelle	In: Reflective practice, (2016) 5, S.636 PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1462-3943
DOI	10.1080/14623943.2016.1197112
Schlagwörter	Self-study; Teacher mentor; Technology integration; Instructional specialist; Relational pedagogy; Teaching methods; Teachers; Technological change; Mentoring programs
Abstract	This qualitative study explored the practices of a Technology Instructional Specialist (TIS) from the reflective vantage point of the specialist herself and multiple data sets collected from classroom teachers she mentored. The study examined the actions and impact of the TIS in assisting individual teachers with technology implementation through a reflective, circular process (i.e. action, reflection, modification, additional action). Data sources were comprised of: (1) survey on teachers' comfort levels for technology integration in an elementary classroom; (2) teacher interviews; (3) self and teacher reflective assessments of the TIS's mentoring; and (4) reflective journal notes of the TIS's experiences. Findings suggest that reflections on and development of differentiated technology mentoring processes and actions conducted within participating teachers' classrooms impacted their awareness of technology uses and pedagogical application. Most notably, reflections indicate that relational aspects of the TIS and teachers' interactions impacted the process of technology implementation in participating teachers' instructional practices. Practical suggestions for practitioners are provided.
Erfasst von	OLC
Update	2021/4/12