Teacher Reflection: Supports, Barriers, and Results

Autor/in	Jaeger, Elizabeth L.
Titel	Teacher Reflection: Supports, Barriers, and Results
Quelle	In: Issues in Teacher Education, 22 (2013) 1, S.89-104 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Barriers; Educational Practices; Reflection; Reflective Teaching; Transformative Learning; Teacher Education Programs; Teacher Characteristics; Learning Activities; Teacher Effectiveness; Teaching Methods; Teaching Styles; Knowledge Base for Teaching; Teacher Competencies; Field Experience Programs; Supervision; Teaching Skills; Best Practices + Suchen Sie Ihr Suchwort? Bildungspraxis; Pädagogische Transformation; Lernaktivität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Praxisnahes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	In the context of rapidly changing classroom environments, it is crucial that teachers be able to make appropriate decisions. Those teachers who reflect on their practice, particularly while they are teaching (what Schon terms reflection-in-action), are best able to do so. It is the intent of this article to investigate the role of teacher reflection in professional practice. A number of activities commonly found in teacher education programs facilitate the development of reflective behavior and include composing journal entries, audio- or videotaping lessons for the purpose of analysis, and interacting with supervisors and mentor teachers. There are, however, certain barriers to reflection related to the personal characteristics of the teacher and to faults in the structure of school systems. Of greatest concern is whether reflective practices result in better teaching and improved educational outcomes. This issue has not yet been resolved and further research is necessary. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10