Becoming a Reflective In-Service Teacher: Role of Research Attitude

Autor/inn/en	Impedovo, Maria A.; Malik, Sufiana Khatoon
Titel	Becoming a Reflective In-Service Teacher: Role of Research Attitude
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 1, Artikel 6 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Reflective Teaching; Teacher Researchers; Graduate Students; Masters Programs; Foreign Countries; Semi Structured Interviews; Teacher Attitudes; Professional Development; Educational Research; Personal Narratives; Experienced Teachers; Status; Educational Practices; Educational Strategies; Action Research; Knowledge Level; Teacher Characteristics; Belgium; France + Suchen Sie Ihr Suchwort? Lehrerforschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Ausland; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Erlebniserzählung; Bildungspraxis; Lehrstrategie; Projektforschung; Wissensbasis; Belgien; Frankreich
Abstract	In this article we consider the importance of reflective practice and research attitude for the professional development of in-service teachers. Nine teachers engaged in an international master's course (in a Belgium and French university) were interviewed to obtain self-narratives. The two year full-time master's course aims to develop skills in educational science research. The interview was conducted at the end of the master's course to explore students' reflective practices and to evaluate the impact of the research attitude developed during the course on their reflective practices. From the results we can see that reflective practice differs among the teachers interviewed, especially between those of varying seniority. The research activities learned in the master's course enabled the teachers to develop and expand their reflective practice through analysis of their experience. The study highlights the need for regular and more guided support in improving reflective practice, especially for junior teachers. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01