Physics tutors’ metalearning development through an extension of Schön's reflective practice

Linder, Cedric; Leonard‐McIntyre, Carrie; Marshall, Delia; Nchodu, M. R.

doi:10.1080/0950069970190706

Cited by 7 publications

(4 citation statements)

References 8 publications

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“…For metareflection we mean the activation of those procedures that direct the information processingflow of learning, in order to make them explicit, recognisable and reproducible (Simons, 1996). In particular, we mean the metalearning development of Schön's (1988) reflective practice that already has been successfully applied in various contexts of science teaching and tutoring (Linder, McIntyre, Marshall, & Nvhodu, 1997;McKinnon, & Erikson, 1988). Schön (1988) argues that all aspects of teaching-practice supervision should be characterised by fundamentals of Fcoaching_ where: through advice, criticism, description, demonstration, and questioning, one person helps another to learn practice reflective teaching in the context of doing.…”

Section: The Role Of Metareflectionmentioning

confidence: 99%

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

2005

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This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and /or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.

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Section: The Role Of Metareflectionmentioning

confidence: 99%

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

2005

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“…Alternatively, one can attempt to describe diversity of understanding, as is evident in the phenomenographic work of Booth [4] and Linder [8,1]. Berglund uses a combination of phenomenography and activity theory [3] to examine experiences of learning in the environment in which learning takes place.…”

Section: Related Workmentioning

confidence: 99%

Structuring CSed research studies

Pears¹,

Daniels²

2003

Proceedings of the 8th Annual Conference on Innovation and Technology in Computer Science Education

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Changing conditions for teaching increase our motivation to understand the teaching and learning process. First time investigators of educational settings often feel uncertain about what aspects are involved and how to design a meaningful investigation. This paper develops and describes an applied research model with the objective of providing computer science (CS) academics of with a structured overview of the inter-disciplinary research components of CS education research.The paper argues that adopting such a model has the potential to enhance the maturity, significance and applicability of CS education research studies by placing them in a more complete research context. This helps to make the outcomes more readily transportable to other teaching and learning situations.One aim of publicizing the model is to help inspire the growing numbers of people who are becoming interested in CS education research. In addition we hope to simplify the task of gaining a rapid understanding of the research design issues and options that are typically involved.

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“…In Linder et al (1997), physics tutors reflected on their own recent learning experiences whilst undertaking other undergraduate courses such as chemistry or geography, using a Schönian-framed coaching experience. Linder et al created a reflective environment for tutors that led them to thinking about teaching and learning in new ways.…”

Section: Learning Spacesmentioning

confidence: 99%

Learning spaces, agency and notions of improvement: what influences thinking and practices about teaching and learning in higher education? An interpretive meta-ethnography

Savin‐Baden¹,

McFarland²,

Savin-Baden³

2008

London Review of Education

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This review sought to locate key themes in the literature on teaching and learning thinking and practices, by examining areas of influence and mapping ideas about the themes of practice, transfer and communities in higher education or related contexts. The findings indicate that issues of pedagogical stance, disjunction, learning spaces, agency, notions of improvement and communities of interest can help to locate overarching themes and hidden subtexts that are strong influences on areas of practice, transfer and community. Nevertheless, these are areas that are sometimes ignored, marginalised or dislocated from the central arguments about teaching and learning thinking and practices in higher education.

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Physics tutors’ metalearning development through an extension of Schön's reflective practice

Cited by 7 publications

References 8 publications

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

Structuring CSed research studies

Learning spaces, agency and notions of improvement: what influences thinking and practices about teaching and learning in higher education? An interpretive meta-ethnography

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