Reflection from the perspective of new reflectors: investigating what teacher learners find valuable in a reflective task.
This paper aims to understand the experience of reflective activity from the perspective of Teacher Learners (TLs) encountering reflective ideas for the first time. By identifying elements of a pedagogic reflective task they found most valuable and plausible, the study seeks to provide insights to i...
| Publicado en: | Reflective Practice Vol. 22; no. 2; pp. 278 - 292 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=148981406&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148981406 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14623943 BCZ jtl: Reflective Practice issn: 14623943 maglogo: N pubinfo: dt: Apr2021 vid: 22 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 148981406 148981406 152991174 148981406 10.1080/14623943.2021.1875207 148981406 ppf: 278 ppct: 14 formats: tig: atl: Reflection from the perspective of new reflectors: investigating what teacher learners find valuable in a reflective task. aug: au: Hunter, Duncan affil: School of Education, University of Hull, Kingston upon Hull, UK sug: subj: Language Education Teachers Education Reflection Writing Task Performance and Analysis Faculty Attitudes Evaluation Human Teaching Methods Life Experiences Funding Source Emotions Professional Practice Learning Interviews Coding Models, Theoretical ab: This paper aims to understand the experience of reflective activity from the perspective of Teacher Learners (TLs) encountering reflective ideas for the first time. By identifying elements of a pedagogic reflective task they found most valuable and plausible, the study seeks to provide insights to improve educators' presentation of reflective ideas. It investigates the experiences of 20 language teachers writing reflections on classroom teaching during a programme of formal instruction. Writers' decisions are examined intensively to identify which phases/elements of an idealized cycle they chose to extend while engaged in a reflective task. Writers' commentaries on their writing, collected after the period of their instruction, were also analysed to discover the elements they found plausible and valuable beyond their utility for the course. The study found that writers looking back at their accounts tended to locate most value in practical, 'descriptive' sections of their writing rather than those linking to academic theory, or more 'critical' modes of reflection. Nevertheless, interviewee responses indicated that many had a nuanced sense that such higher-level modes of reflection might have value outside the formal circumstances of the programme. The paper finally offers practical suggestions that respond to these findings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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