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ERIC ED388641: Promoting Reflective Practice among Undergraduate Ed...
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Researchers have identified six experiences that promote
reflective teaching: (1) teaching experiences; (2)
journal writing; (3) peer observations; (4) receiving
notes/feedback from peer observations; (5) self-
assessment; and (6) consultation/conversation with the
university supervisor. In this study, these experiences
were included as essential components of a music and
related arts methods course for undergraduate elementary
and early childhood education majors. The purpose of the
study was to examine the students' perceptions of the
usefulness of those experiences and the amount of thought
and reflection required. Teaching experiences included
brief peer teaching episodes and laboratory teaching
experiences in an elementary classroom. Students were
required to keep a journal, observe a peer teacher, and
complete a self-evaluation inventory at the conclusion of
the laboratory teaching experiences. Instructors provided
written feedback and encouraged discussions about
problems and teaching strategies. The journal, a teaching
philosophy paper, artifacts from teaching experiences,
and other evidence of professional growth and development
were assembled to create a portfolio for evaluation.
Finally, students were asked to complete an anonymous
"Reaction Inventory" to rate each class activity on
usefulness and reflection requirements. The data
indicated that students found the laboratory teaching
experience to be the most useful and to require the most
thought and reflection. Results suggest that education
students may require an external impetus to promote
reflection and that teacher education courses include the
six experiences listed above. (Contains 15 references.)
(ND)
Date Published: 2014-10-15 04:31:15
Identifier: ERIC_ED388641
Item Size: 13114387
Language: english
Media Type: texts
# Topics
ERIC Archive; Early Childhood Educati...
# Collections
ericarchive
additional_collections
# Uploaded by
@chris85
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