An Electronic System to Support Novice Teachers' Reflective Lesson Design

Autor/inn/en	Calandra, Brendan; Brantley-Dias, Laurie; Mcneal, Kezia
Titel	An Electronic System to Support Novice Teachers' Reflective Lesson Design
Quelle	In: Multicultural Education & Technology Journal, 1 (2007) 2, S.100-111 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-497X
DOI	10.1108/17504970710759594
Schlagwörter	Instructional Development; Instructional Design; Multicultural Education; Technology Integration; Educational Technology; Beginning Teachers; Reflective Teaching; Educational Researchers; Teacher Educators; Teaching Methods; Models; Teacher Education; Critical Thinking; Knowledge Base for Teaching; Educational Environment; Case Studies; Culturally Relevant Education; Lesson Plans; Professional Development; Protocol Materials + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Multikulturelle Erziehung; Unterrichtsmedien; Junior teacher; Junglehrer; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Kritisches Denken; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Lesson planning; Unterrichtsplanung; Unterrichtsprotokoll
Abstract	Purpose: The purpose of this paper is to propose an electronic support tool that can be used by teacher educators and novice teachers to foster habits of reflective, systematic instructional planning. Design/methodology/approach: The authors provide a rationale for their work, present a theoretical framework, propose a unique instructional design model, and illustrate one approach to implementing the model--as an electronic support system. Findings: The paper discusses a feasible and novel approach to promoting habits of systematic lesson design combined with guided reflection. Although the authors describe a particular electronic system as context for this paper, the theoretical model is flexible in nature and can be applied in many modern teaching contexts. Practical implications: It is hoped that the approach can be refined and implemented as part of a systemic effort to address like issues in teacher education. The paper will be of particular value to teacher, educators and educational researchers focused on multicultural issues and technology. Originality/value: The design model and support system discussed in this paper address pedagogical gaps typical of novice teachers, the complexity of technology integration, and tenets of critical thinking and reflective practice in a unique fashion. This distinctive combination was specifically designed for beginning teachers in today's multicultural teaching environments. (Contains 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10