共查询到20条相似文献，搜索用时 801 毫秒
1.
Abstract This study examines elementary and secondary prospective teachers’ perceptions of the ways in which their experiences as tutors in school‐based tutoring programs influenced their professional development. Data collected from a survey questionnaire, reflective papers, and individual and focus group interviews revealed five main ways that these undergraduate and graduate education students perceived the tutoring experiences contributed to their professional growth. They described development in the following understandings: school students, pedagogical strategies, relationships with colleagues in school settings, the teaching/learning process, and reflective practice. All of these understandings were reported as increasing their self‐confidence as developing educators. 相似文献
2.
Incorporating metacognitive strategies in the classroom helps students monitor and adjust their learning strategies throughout the semester, and helps students progress from novice to expert learners in a subject. Journaling (i.e., reflective writing) is one metacognitive task that allows students to contemplate and articulate their skill development as they learn a new subject. The research reported here examines the use of ‘blogs’ (i.e., online journals) in an upper level undergraduate human anatomy course. The blogs both facilitated development of students' metacognitive skills and provided researchers insight into student metacognitive process. Data were examined from 92 students from three successive semesters (spring 2010, 2012 and 2014). Each student reviewed 10 radiology online cases throughout the semester and then reflected on their understanding of anatomy and radiology in an online blog for each case. A total of 927 blogs were examined for this research. The researchers used a grounded theory approach to analyze the blog narratives and develop a codebook based on common themes. The 927 blogs yielded 11,082 statements that were coded with the codebook. As the semester progressed, the blog entries showed that students demonstrated greater self-confidence in their abilities to understand the subject matter, expressed greater enthusiasm for anatomy in general, and they improved their metacognitive skills. This research illustrates that reflective writing in an undergraduate anatomy course not only facilitates improvement in student metacognitive skills, but also provides the instructor with evidence how a student progresses from novice to more experienced learner in anatomy. 相似文献
3.
Anna Wilson Susan Howitt Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916
We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes. 相似文献
4.
Jolie Kennedy 《Distance Education》2015,36(1):148-154
How does one evaluate one’s own online teaching? Do novice online instructors depend on end-of-semester course evaluations or a Quality Matters rubric? Perhaps their professional development is driven by a personal belief that seeking multiple perspectives from different lenses is core to reflective practice. This work explores one way to interrogate one’s own online teaching practices through a systematic reflection on technological pedagogical content knowledge (TPCK). It involved identifying and reflecting upon instances in which TPCK was evident in the design and facilitation of the online learning environment in an undergraduate online course. Ways to improve online teaching based on increased meta-cognitive awareness of TPCK are considered. Implications of this self-study for distance learning professional development are discussed. 相似文献
5.
Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building
Yuqin Yang Qianqian Chen Yawen Yu Xueqi Feng Jan van Aalst 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1136-1154
We examined the facilitation of shared epistemic agency through a knowledge-building (KB) design that included analytics-supported collective reflective assessment (AsCRA). Forty undergraduate students taking a Liberal Studies course at a university in central China used the promising ideas tool and the knowledge building discourse explorer to self-analyze the online discourse they had created in Knowledge Forum® (KF), an online discourse environment; 34 students in a comparison section of the same course used KF but did not use the additional tools. Both classes were taught by the same teacher and studied the same inquiry topics. Multifaceted analysis of students' interaction in and the quality of discourse on KF, an educational online platform, indicated that analytics-supported reflective assessment helped them to develop high-level shared epistemic agency in the KB process. Qualitative analysis showed that AsCRA helped students to focus on high-level goals (idea negotiation, synthesis of ideas and rise above thinking) in KB, and to engage in continuous assessment, reflection, and action planning to regulate and improve their discourse. The findings have important implications for the design of technology-rich environments to support learners, and may help teachers identify the potential uses of such environments to encourage learners to engage in productive collaborative inquiry and develop metacognition and agency. 相似文献
6.
Scholars in teaching and learning value student research and program assessment as strategies to promote excellence in undergraduate
education. Yet, in practice, each can be complex and difficult to sustain. This case study demonstrates how undergraduate
research, mentoring of junior faculty, and assessment can be integrated in ways that enrich the educational experiences of
students and the professional development of faculty and improve research on teaching and learning. The authors describe a
lively undergraduate research project that became tied to the mentoring of assistant professors and then to program assessment.
We conclude with recommendations for implementing such a project in other academic settings.
Elizabeth Thomas is Assistant Professor in the Interdisciplinary Arts and Sciences at the University of Washington Bothell. She received her
Ph.D. in Psychology from the University of Illinois at Urbana-Champaign and teaches courses on inquiry in the social sciences,
community psychology, and psychology and the arts. Her research examines sociocultural contexts for learning and development
with a particular focus on the role of the arts and the potential of participatory action research strategies.
Diane Gillespie is Professor and Associate Director of Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell,
received her Ph.D. at the University of Nebraska—Lincoln in Cultural and Psychological Studies in Education. She teaches multicultural
social science courses and qualitative research. Her recent publications explore the importance of narrative for reflective
teaching and learning, learning in small groups, and the role of human rights in nonformal education. 相似文献
7.
In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To combat this idea, a reflective student-centred pedagogical approach is evaluated for encouraging students’ development as researchers. In this study, undergraduate research methods students piloted a research method and produced a reflective essay of their research experience. Qualitative analysis of the students’ reflective essay demonstrated that students showed an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as the metacognition of their research competence. Pedagogical approaches that encourage ‘reflection on action’ in the research curriculum can, therefore, help students to articulate their researcher identity and build their research skills confidence and should be actively promoted. 相似文献
8.
David Kember Doris Y. P. Leung Alice Jones Alice Yuen Loke Jan McKay Kit Sinclair 《Assessment & Evaluation in Higher Education》2000,25(4):381-395
Many courses aim to promote reflective thinking or reflection upon practice, but there is a scarcity of readily usable instruments to determine whether students engage in reflective thinking and, if so, to what extent. This paper reports the development and testing of such an instrument. To ensure validity, the constructs measured were derived from the extensive literature on reflective thinking, particularly the writing of Mezirow. A combination of the literature review and initial testing led to the development of a four-scale instrument measuring four constructs; habitual action, understanding, reflection and critical reflection. The final version of the instrument was tested with a sample of 303 students from eight classes of a health science faculty. The reliability of the scales was established by acceptable Cronbach alpha values. Confirmatory factor analysis showed a good fit to the proposed four-factor structure. Comparison of mean scores between the eight classes showed predicted significant differences on each of the four scales between undergraduate and postgraduate students. 相似文献
9.
Studying in a foreign country, where one becomes a cultural outsider and where one lacks knowledge of and access to dominant cultural practices, can be a perfect context for challenging students’ values, beliefs, and attitudes, particularly when these experiences are coupled with coursework on diversity. This study explored international students’ perspectives of a diverse class on multiculturalism. Data from 45 students’ reflective journals, course evaluation, and focus group interviews were analysed to identify students’ significant learning experiences. The study provides support for the value of diverse cultural experiences in developing intercultural competence. In addition, the diversity among students contributed to their growing understanding of cultural diversity. The research findings contribute to the development of teacher preparation and enhancement of curricula and practice. 相似文献
10.
Jenny Leach 《English in Education》1997,31(2):63-72
This article presents the case study of an on-line conference for students of English studying on an initial teacher education course. It is argued that electronic conferencing reveals the inadequacy of the concept of the ‘reflective practitioner’ both to describe and analyse the complex process of teacher development. Whilst the primary focus of reflective practice is the individual, this on-line community demonstrates the essentially social character of learning, highlighting the place of joint practice in the process of becoming a teacher. 相似文献
11.
This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers’ understandings of the teacher’s role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers’ capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles. 相似文献
12.
ABSTRACTAs Australian universities move towards the mandatory inclusion of First Peoples content into undergraduate health professional programs, it is imperative to evaluate course impact and quality of teaching. A discrete First Peoples Health course underpinned by The Aboriginal and Torres Strait Islander Health Curriculum Framework was evaluated using the Cultural Capability Measurement Tool (CCMT). Tool items reflect the five core cultural capabilities outlined in The Framework (Respect, Communication, Safety and Quality, Reflection, and Advocacy). All enrolled students (n?=?297) were invited to complete an online survey before and after the course. Students’ experience of course quality was assessed using a university-generated online survey. Completed surveys could be matched for 87 students (29.3% response rate). Mean increase in CCMT scores from baseline to post-course was 10.85 (95% CI 8.84, 12.86). The eta squared statistic (η2?=?0.57) indicated a large effect. Students’ satisfaction with course quality was high (M?=?4.1 SD?=?0.96). Free text comments indicated that students valued small group teaching and reflective processes. Improved CCMT scores suggest development in students’ cultural capability. Further research needs to examine the extent to which students can sustain development of their cultural capabilities in practice. 相似文献
13.
Abstract This paper describes a discipline‐based academic development project based upon a tripartite relationship between departmental staff, work‐based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the ‘reflective practitioner’, to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work‐based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships. 相似文献
14.
Multimedia Resources to Bridge the Praxis Gap: Modeling Practice in Elementary Science Education 总被引：1，自引：0，他引：1
Numerous research studies have shown that science methods courses based on constructivist approaches can enhance teacher knowledge
and confidence in ways that foster more positive attitudes to the teaching of science. However, a critical part of reflective
practice is the opportunity to observe competent professionals practising their craft. Opportunities to observe teachers engaging
in constructivist and inquiry based practices in many undergraduate programs are limited. Our goal was to make visible the
pedagogical practices and assumptions of teachers through a suite of multimedia resources that provided visual examples of
professional practices. In this paper, we report on the development and use of these multimedia resources. These resources
incorporated interactive CDROMs, videos and websites and supplemented an instructional program that engaged learners in a
range of reflective practices. Evaluation data were derived from focus group interviews with preservice teachers, from interviews
with instructors and from surveys with inservice teachers. Analysis of these data supports the value of multimedia material
as a vicarious learning experience; and highlights the extent that multimedia can demystify science teaching. 相似文献
15.
This qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning. 相似文献
16.
John B. Power 《Teaching in Higher Education》2016,21(3):235-248
This paper documents the ongoing development of a framework for reflection for undergraduate learners new to the reflective process. Motivated by the gap between students’ abilities and experience of reflection and the expectations of them at undergraduate level, the author experimented with a variety of approaches over a number of years. After much trial and error, a three-step pyramid method loosely based on Mezirow's three stages of the reflective process has been meeting with some success and is presented here. Findings indicate that recognizing the limitations in novice practitioners ability to reflect effectively, and providing them with a practical framework of initial support can empower them and result in greater expression and confidence in their reflective journal writing. 相似文献
17.
L. De Martin-Silva J. Fonseca R.L. Jones K. Morgan I. Mesquita 《Teaching in Higher Education》2013,18(7):669-683
Despite recent attention, research is yet to adequately focus on sports coaches’ intellectual development as a consequence of their formal learning experiences. Drawing on the work of Perry, the aim of this article was to explore how the intellectual development of undergraduate sports coaching students was affected by the social pedagogical setting exposed to. Twenty-seven students from two different universities were selected through network and convenience sampling, and ‘tracked’ over their three year course(s) of study. Data were gathered through focus groups, video diaries and reflective written logs. Findings revealed that over the course of their study students generally progressed from a dualist to a more relativist view of the world. Such a movement, however, was far from unproblematic and uniform. Rather, it was subject to the vagaries of assessment, course structure, the epistemic range of modules experienced, and in particular the relationships established with staff members. 相似文献
18.
19.
This study investigated the effects of a multi-pronged approach of increasing the nature of science (NOS) understandings of high school science students. The participants consist of 63 high school students: 31 in the intervention group and 32 in the control group. Explicit/reflective NOS instruction was imbedded within authentic inquiry experiences and supported by online discussions. The students in the intervention group were prompted to engage in various discussions focusing on essential tenets of NOS in an online environment that assured student confidentiality. NOS views were assessed through multiple data sources including pre- and post-intervention questionnaires as well as students’ responses to online discussion prompts. Results show that the instructional intervention used in this study which combined explicit/reflective NOS instruction with intense inquiry exposure along with ample reflective opportunities in an anonymous online discussion format led to positive learning gains in participants’ understanding the NOS aspects assessed. Implications for enhancing data collection with high school students and for promising professional development opportunities for science educators are discussed. 相似文献
20.
作为“互联网+”时代全新的教育理念和学习方式变革,深度学习成为地方本科院校学生学习质量的重要表征。深度学习是高阶思维的认知重构过程,是深度参与的交往互动过程,也是积极投入的主体成长过程。地方本科院校学生从浅层学习到深度学习的演进经历了接受学习、参与学习和创造学习三个阶段。从认知内容、学习动机和社会互动三个维度来看,地方本科院校学生深度学习的实现机制和发展价值是:从原理记忆到项目实践的认知内容高阶化,促进学生文化性发展;从被动接受到主动创新的学习动机内化,促进学生自主性发展;从主客体互动到实践共同体的社会交往深化,促进学生社会性发展。基于此,促进地方本科院校学生深度学习的实践策略为:重视价值观引导和生涯规划、重构充满“获得感”的课程体系、创建学习实践共同体、打造智慧学习生态。 相似文献