ERIC Number: EJ1087973
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 72
What We See When We Look in the Mirror: Conceptions of and Intentions for Reflection by Science Teacher Educators
Nelson, Frederick L.
Cogent Education, v2 n1 Article 1122139 2015
In this naturalistic study, I examined science teacher educators' ideas and plans for pre-service teachers' development of reflection. Participants espoused different ideas about influences, values, and strategies, but consistently emphasized the outcome of effective decision-making by pre-service teachers. Differences were found concerning stimuli, content, processes, and other outcomes such as issues of personal growth and equity. External influences of students, subject matter, and the milieu of learning contributed to how participants framed the value of reflection and designed curriculum for its development. The study provides a meaningful framework for teacher education faculty to examine their own practice. Results suggest further inquiry into (1) reflection in the enacted curriculum, (2) reflective practice of teacher educators and how that is modeled for their pre-service teachers, and (3) changes in components and orientations from accountability influences.
Descriptors: Science Teachers, Preservice Teacher Education, Reflection, Teaching Methods, Preservice Teachers, Teacher Educators, Science Education, Reflective Teaching, Comparative Analysis, Teacher Attitudes, Surveys, Interviews, Inquiry, Secondary School Science, Secondary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A