Being in the Classroom

Ramsey, V. Jean; Fitzgibbons, Dale E.

doi:10.1177/1052562904271144

Cited by 67 publications

(68 citation statements)

References 12 publications

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“…The structure and format of reflective journals could include free stream-of-consciousness writing or a structured analysis of critical events. The essential goal is to develop self-awareness and have a better concept comprehension ( [6]; [20]; [15]). …”

Section: Reflection and Reflective Journalsmentioning

confidence: 99%

Use of Reflective Journals in Development of Teachers' Leadership and Teaching Skills

Göker¹

2016

ujer

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Focusing on the contribution of reflective practice to teaching practice amongst student teachers, this study examines the impact of reflective journal entries of 16 student teachers from Faculty of Education at the Artvin Coruh University in Turkey. Quantitative and qualitative research approaches were employed for this study including open-ended questioning techniques (surveys and interviews), written reflections under reflective categories showing how the participants reflected on their teaching experience as anecdotal data. Participants were trained through a 10-h orientation on reflective writing program developed by the researcher. To categorise the reflective writing types, identification of Hatton and Smith [12] of types of reflection (instrument 1), was employed. Participants were later requested to answer a 26 open-ended questionnaire (instrument 2), the questions of which were constructed based on Richards and Lockhart's [16]. Findings have implications for how reflective journals can be employed and used in school-based contexts and pre-service teacher education.

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Section: Reflection and Reflective Journalsmentioning

confidence: 99%

Use of Reflective Journals in Development of Teachers' Leadership and Teaching Skills

Göker¹

2016

ujer

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“…It provides the ability to "critically question that which is right for us from the [teaching] literature, develop our own personal style, and thereby communicate with students in a genuine way" (Cranton & Carusetta, 2004, p. 6). Being personally centered as a teacher helps us remain present to the emergent learning in each classroom, creating "being moments" in which students and teachers are mutually responsible for learning outcomes (Ramsey & Fitzgibbons, 2005).…”

Section: Implications For Teacher Development and Management Educationmentioning

confidence: 99%

“…Engaging in a formal reflection process about our philosophy allows us to remain mindful of our beliefs (Brookfield, 1995;Schön, 1983). As Ramsey and Fitzgibbons (2005) explain, Who we are, what we believe, and what assumptions we hold about students, the material, and the world significantly affect what we do in the classroom, no matter the course content or teaching style. This recognition provides the major impetus continually to question and rethink who we are in the world and what we want our relationship with students and the subject matter to be.…”

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confidence: 99%

Philosophy Rediscovered

Beatty

Leigh

Dean

2008

Journal of Management Education

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Teaching philosophy statements reflect our personal values, connect us to those with shared values in the larger teaching community, and inform our classroom practices. In this article, we explore the often-overlooked foundations of teaching philosophies, specifically philosophy and historical educational philosophies. We review three elements of pure philosophy and five seminal educational philosophies to help readers ground their personal philosophies in both a theoretical and historical context. We illustrate how core elements of one's teaching philosophy can influence course design and the classroom environment. We suggest that teachers can develop greater authenticity in the classroom by deepening their understanding of their own philosophical ideas and beliefs. Keywords: teaching philosophy; educational philosophy; philosophy; personal development; authenticity; foundationsThe connection between philosophy, philosophy of education, and the work of a teacher has not always been recognized. One of the most hopeful signs, however, in the field of education today, is the growing conviction that every teacher needs a carefully formulated and intelligently criticized philosophy

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“…Typically, a student and an advisor work with learning opportunities that are not designed by the advisor, but emerge from the student's research project (Ramsey and Fitzgibbons 2005). The experiential learning model (Kolb 2014) proposes that we don't learn from experience itself but from reflecting on our experience.…”

mentioning

confidence: 99%

“…Ideally, a student and an advisor create a learning-centered environment (Ramsey and Fitzgibbons 2005;Boud and Molloy 2013) where they work in partnership, though in different roles, to increase the student's learning. The advisor shares the framework of advising with the student, and both are adapting to each other.…”

mentioning

confidence: 99%

How to share the process of graduate advising

Wagner

Boyd

Napper³

2017

FACETS

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This paper starts a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. A companion paper provides guidance on how to communicate effectively in graduate advising. Here, we present concepts and tools that enable advisors and graduate students to collaborate effectively and share the responsibility for the student's learning. We specifically discuss (1) how to promote learning about learning to help students make sense of their experience and identify their supervision needs; (2) how to clarify roles and address conflicts of interest between different roles; and (3) how to establish an effective, learning-centered working relationship. By making the advising process explicit, using the concepts and worksheets presented here, advisors will contribute to the training of the next generation of graduate advisors.

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Being in the Classroom

Cited by 67 publications

References 12 publications

Use of Reflective Journals in Development of Teachers' Leadership and Teaching Skills

Use of Reflective Journals in Development of Teachers' Leadership and Teaching Skills

Philosophy Rediscovered

How to share the process of graduate advising

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