Becoming Reflective Professionals: An Exploration of Preservice Teacher's Struggles as They Translate Language and Literacy Theory into Practice

Boyd, Pamela C.; Boll, Margaret; Brawner, Lydia; Villaume, Susan Kidd

doi:10.1080/01626620.1998.10462892

Cited by 17 publications

(8 citation statements)

References 2 publications

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“…It involves a lot of deep thinking about one's practice, including self-observation and self-evaluation, which should lead to improvement and professional development. Most of the definitions of reflection found in the literature agree upon common elements: reflection is a process (Bean & Stevens, 2002;Davis, 2006;Farrell, 2007;Griffin, 2003;Lee, 2005;Nagle, 2008;Norsworthy, 2009), it can be taught (Francis, Tyson, & Wilder, 1999;Jay & Johnson, 2002;Nagle, 2008;Russell, 2005), it involves making decisions (Boyd, Boll, Brawner, & Villaume, 1998;Day, 1993;Larrivee, 2008;Rosen, 2008;van Manen, 1977), and it can positively impact professional growth (Farrell, 2007;Richards & Farrell, 2005;Richards & Lockhart, 1996;Villegas-Reimers, 2003;Wildman, Magliaro, Niles, & McLaughlin, 1990).…”

Section: Defining Reflectionmentioning

confidence: 99%

Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

Almusharraf¹

2019

IJL

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This study was an attempt to develop student teachers’ level of reflection as a result of having a blended teaching practice course. More specifically, its aim was to develop their reflection and performance by having them engage in certain reflection-enhancing tasks in an online e-portfolio during the practicum. To achieve this goal, the study was conducted using 8 student teachers in a practicum course offered at Imam Mohammed ibn Saud Islamic University. This study addressed the research question: How does engaging EFL student teachers in e-portfolio-based reflection-enhancing tasks affect their level of reflection as it pertains to lesson planning and teacher research? El-Okda’s (2009) rubric for assessing reflection was used to evaluate the participants’ reflection-enhancing tasks using descriptive statistics. The findings of this study suggest that the participants understood and learned to reflect through participation in reflection-enhancing tasks with respect to lesson planning and teacher research. The recommendation that a reflection component with a framework of assessment should be incorporated into teaching methods courses and teacher preparation programs is presented.

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Section: Defining Reflectionmentioning

confidence: 99%

Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

Almusharraf¹

2019

IJL

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“…They experienced their professor, mentors, and cooperating teachers as motivators of students to become investigators of thinking and action (Boyd et al, 1998 …”

Section: Encountering Cooperating Teachersmentioning

confidence: 99%

Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice

Pedro

2005

Reflective Practice

117

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“…Application of learning content is another important issue to enhance learners' learning experiences and to improve learning transfer outcomes in education and workplace settings. Designing an instruction with emphases in learning transfer requires quite different approaches in the areas of conducting needs assessment, designing learning activities, and developing evaluation criteria beyond focusing on learning level (Boyd, Boll, Brawner, & Villaumer, 1998). When focusing on learning level only, instructional designers tend to use learning activities that sustain the memory of facts, concepts, procedure, and skills based on the instructional curriculum (Herrington, Herrington, & Oliver, 1999).…”

Section: Review Of Traditional Taxonomy Of Learning Content and Outcomesmentioning

confidence: 99%

Integrating learning outcome typologies for HRD: Review and current status

Lim

Yoon

Park³

2013

New Horizons in Adult Education and Human Resource Development

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This study reports the result of literature review in regards to learning outcome studies and presents a framework that integrates content types with learning outcomes. Analysis of learning outcome studies between 1992 and 2006 using the ERIC database indicated that most empirical studies have assessed the learning outcome at lower levels of recall and competence. Only eight out of 113 cases in 59 empirical studies were identified as they were assessing learning outcomes at the performance level. Implications for HRD practices and research are also discussed.

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Becoming Reflective Professionals: An Exploration of Preservice Teacher's Struggles as They Translate Language and Literacy Theory into Practice

Cited by 17 publications

References 2 publications

Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice

Integrating learning outcome typologies for HRD: Review and current status

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