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ERIC Number: EJ1179585
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0162-6620
Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning
Jamil, Faiza M.; Hamre, Bridget K.
Action in Teacher Education, v40 n2 p220-236 2018
Teacher reflection has been at the core of teacher development efforts for almost 100 years, yet inconsistency in the literature results from a lack of clarity on how reflection is conceptualized--from its purpose to processes, and how they relate to refining teacher practice. This article draws from research in cognitive science to explain how engaging in an ongoing reflection approach, focused on observations of real classrooms, can help teachers refine their responses to classroom situations over time. The authors also provide examples of this reflective approach from an online course for early childhood teachers focused on improving teacher--child interactions in the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B040049; R305A100154