Listening to other voices: A description of teacher reflection in the United States

Valli, Linda

doi:10.1207/s15327930pje7201_4

Cited by 307 publications

(212 citation statements)

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“…The focus on research-based TE in Finland (Niemi, 2016), Norway, and Ireland (Conway & Munthe, 2015) has emphasized that candidates should develop an inquiry stance toward their own teaching and make autonomous, professional choices based upon informed reflection. Similarly, reflection on practice has been highlighted in the US (Valli, 1997) and the Netherlands (Tigchelaar & Korthagen, 2004).…”

Section: See Connection To National or State Curriculummentioning

confidence: 94%

Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education

Klette¹,

Hammerness²,

Jenset³

2017

ADNO

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Section: See Connection To National or State Curriculummentioning

confidence: 94%

Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education

Klette¹,

Hammerness²,

Jenset³

2017

ADNO

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“…As regards attempts to define different levels of reflection, a number of frameworks have been developed (see Hatton & Smith, 1995;Kember, McKay, Sinclair, & Wong, 2008;Lee, 2005;Pisova, 2005, as cited in Syslova, 2015Moon, 2006;Valli, 1997;Van Manen, 1977). The category commonly includes three distinct levels of reflection, i.e.…”

mentioning

confidence: 99%

Levels of Reflection in Efl Pre-Service Teachers’ Teaching Journal

Nurfaidah

Lengkanawati

Sukyadi

2017

Indonesian J. Appl. Linguist

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This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indicated that regarding framework of level of reflection, the EFL pre-service teachers' level of reflectivity is mostly in the range of dialogic reflection Level 3 and dialogic reflection Level 4. Within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyse and evaluate their instructional practices. No one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure.

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“…The reflective competence is therefore what makes a teacher not a mere executor of theories developed by others, but on the contrary makes him or her able to contextualize the educational dimension with a personal and critical vision of teaching techniques. And this kind of practitioner is essential to contrast the idea of teaching (and learning) as a routine practice, which produces a standardization of thought in the younger generations and a general fall of critical thinking (Valli, 1997(Valli, , 2006.All these considerations have a great impact on the development of the debate on teacher training, leading to consider the development of the reflective skills one of the cornerstones for teachers' professionalism, with a solid theoretical base, an in-depth knowledge of educational contexts and the improvement of evaluative skills (Yost, 2006). Lastly, reflection is essential to provide teachers with the critical knowledge needed to face educational challenges and to develop the tools to strengthen their resilience to the stress related to teaching practices (Gay & Kirkland, 2001).…”

Section: 2the Reflection: the Apprenticeship Compassmentioning

confidence: 99%