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ERIC Number: EJ998809
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1061-1932
Teachers' Professional Development from the Perspective of Teaching Reflection Levels
Zhao, Mingren
Chinese Education and Society, v45 n4 p56-67 Jul-Aug 2012
This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average professional development primarily engaged in technical reflection. Further analysis revealed that teachers who engage in technical reflection experience externally controlled professional development; those who engage in practical reflection experience conservative inner growth professional development; and those who engage in critical reflection experience transcending inner growth professional development.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China