Evaluation of Reflective Practice in Teacher Education

Autor/inn/en	Belvis, Esther; Pineda, Pilar; Armengol, Carme; Moreno, Victoria
Titel	Evaluation of Reflective Practice in Teacher Education
Quelle	In: European Journal of Teacher Education, 36 (2013) 3, S.279-292 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2012.718758
Schlagwörter	Teacher Education Programs; Reflective Teaching; Mathematics Instruction; Evaluation Methods; Educational Practices; Communities of Practice; Classroom Techniques; Educational Strategies; Group Dynamics; Technology Integration; Teaching Skills; Knowledge Base for Teaching; Interviews; Achievement Gains; Transfer of Training; Program Effectiveness; Instructional Improvement; Transformative Learning; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bildungspraxis; Community; Klassenführung; Lehrstrategie; Gruppendynamik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Achievement gain; Leistungssteigerung; Training; Transfer; Ausbildung; Unterrichtsqualität; Pädagogische Transformation; Ausland; Spanien
Abstract	Teacher education based on "reflective practice" consists of observing, analysing and reflecting on teacher performance in order to improve professional practice. This article presents the results of an evaluation of a programme on mathematics teaching carried out using reflective practice. It was targeted at 284 teachers in various stages of the education system, using an approach that combines quantitative (surveys) and qualitative (interviews and reports) methods. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done so in an isolated fashion, in other words, individually and without becoming a part of the culture of the school. The results show little evidence of its impact on student learning. The article offers proposals for improving the education programme, while, at the same time, analysing the usefulness of the approach and evaluation tools employed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10