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ERIC Number: EJ863331
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0162-6620
Using a Domain-Specific Model to Improve Student Teachers' Reflections on Positive Teaching Experiences
Janssen, Fred; de Hullu, Els; Tigelaar, Dineke
Action in Teacher Education, v31 n2 p86-98 Sum 2009
The aim of this article is to provide insight into ways that a domain-specific model for reflection can support student teachers in reflecting on teaching experiences. According to the literature, the quality of reflection fundamentally depends on the conceptual repertoire that practitioners bring to bear on the situation. This process is referred to as "framing". To improve student teachers' reflections, we have developed a domain-specific model for framing teaching experiences. In this article, we describe the design of the domain-specific model for reflection and the results of an explorative study in which we compared reflecting on experiences with and without the model. The results show that student teachers' use of the domain-specific model promotes better-quality reflections. When using the model, student teachers describe and explain their experiences with more detail; they reflect on a deeper level; and their resolutions are more productive. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A