Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers     

Julie A. Monet  Eugenia Etkina 《Journal of Science Teacher Education》2008,19(5):455-475

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.  相似文献   

Do It Your Way: Advice from Senior Academic Women     

Eugenia Proctor Gerdes 《Innovative Higher Education》2003,27(4):253-275

An open-ended question requesting advice for women students and women beginning careers in higher education was distributed to senior women faculty and administrators who began their careers around 1970. Responses were obtained from 94 women, averaging about three different pieces of advice per respondent. This advice was then categorized as background information, cautions, facts of life, life choices, coping strategies, or personal wisdom. Overall, these successful women exhibited optimism about women's progress, which they themselves are positioned to facilitate.  相似文献