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ERIC Number: ED423216
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reciprocating Self-Study: A Reflective Framework for Conceptualising Teaching-Learning Relationships.
Hoban, Garry
This study used a reflective framework in a teacher education course to guide students in a process of deep-level reflection for analyzing the relationship between the instructor's teaching and their learning. The students reflected on their own experiences as students in university classes to analyze the dynamic interactions between teaching and learning. A group of 75 preservice teachers used the framework over 10 weeks. The framework involved three phases: analysis, synthesis, and theorizing about teaching and learning. The phases supported the students in analyzing the relationship between teaching and learning. Various teaching strategies provided students with a range of teaching experiences to consider in light of their own learning and for analysis according to the proposed three-phase framework. Students reflected on their class experiences after each laboratory class, documenting how they learned by using the reflective framework. They collated personal and social factors that influenced their learning into a personal learning profile and theorized about the factors and how they related to each other. At the end of 10 weeks, students used their reflections to generate a personal model of teaching and learning. Results showed that all students could identify influential factors and collate them into personal learning profiles. The framework supported all 75 preservice teachers in analyzing teaching and learning, though they theorized about the relationship to varying extents. (Contains 17 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A