A Collaborative Learning Model to Empower Teachers to Be Reflective Practitioners

Autor/inn/en	Tinsley, Ron; Lebak, Kimberly
Titel	A Collaborative Learning Model to Empower Teachers to Be Reflective Practitioners
Quelle	(2009), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Models; Teacher Empowerment; Reflective Teaching; Case Studies; Transformative Learning; Teacher Education; Graduate Students; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Analogiemodell; Case study; Fallstudie; Case Study; Pädagogische Transformation; Lehrerausbildung; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This paper introduces The Expanded Reflection Cycle for Transformative Professional Learning as a professional learning model for practicing teachers completing their graduate studies that includes expanded opportunities for peer support and collaborative reflection. Through the model, teachers engage in systematic self and collaborative reflection, questioning their own and each other's beliefs and assumptions. Two case studies are highlighted that illustrate how both new and veteran teachers entered the process at their own levels of readiness and transformed their teaching practices. This paper also introduces the concept of the zone of reflective capacity. Participants in this new professional learning model transform their own identities as teachers and empowered themselves to control their own learning and professional growth. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10