NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1177054
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1029-5968
Reflective Practice in English Teacher Education: Why Active Learning Is Not Enough
Krulatz, Anna
Journal of the International Society for Teacher Education, v20 n2 p8-21 2016
This paper presents the process and the outcomes of an action research project aimed at examining and improving pedagogical practices in a Norwegian in-service English teacher course through the use of the Reflective Teaching Model (Hart, Najee-ullah, & Schultz, 2004). The project was conducted in a constructivist-based classroom and consisted of the following steps: initial reflection, plan for action, action, and repeated reflection (Elliot, 1991). Course activities and student papers were included in the analysis. The improved, post-evaluation teaching approach, while still based in constructivist views of learning (Biggs, 1996; Vygotsky, 1978), utilized various scaffolding techniques (Wood, Bruner, & Ross, 1976) and an experiential pedagogical approach referred to as the Loop Input (Woodward, 1988, 2003). The outcomes suggested that reflective teaching practice in higher education can lead to improved classroom methodologies as well as increased critical thinking and attainment of course objectives among students.
International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A