Teaching Reflective Practice: Implementation in the Teacher-Education Setting

Jones, Jennifer L.; Jones, Karrie A.

doi:10.1080/08878730.2012.740153

Cited by 39 publications

(24 citation statements)

References 20 publications

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“…It is an approach to professional development, in which elements of a more traditional idea are incorporated, linking the course of the teachers' development to the school function and the effectiveness of the educational act. Hence, this would support the view that the way in which the School Advisors bestow meaning to the professional development of teachers is completely consistent with the character of the Greek educational system, which is imbued with normative standards in the teaching of subjects that are closely related to the school effectiveness and less connected with the autonomy of teachers to determine the educational content of subjects, to transform their practices and to contemplate critically upon them (Guskay, 2014;Jones & Jones, 2013;Salteris, 2006).…”

Section: Discussionmentioning

confidence: 53%

Do School Advisors Contribute to the Teachers’ Professional Development? A Greek Case Study

Vozaitis¹,

Ifanti²

2017

JPAG

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This empirical study investigates the contribution of Secondary Education School Advisors to the professional development of teachers at the same level. For this purpose, 34 Secondary Education School Advisors of the Regional Directorate of Primary and Secondary Education of Western Greece were interviewed. Semi-structured interviews were employed aiming to explore the School Advisors' contribution to the professional development of teachers. Data analysis revealed that, although the School Advisors attached great importance to their role in the professional development of teachers, they quoted the various problems that have been linked to their role over time and indicated the requirements for the progress and further development of the institution in the future.

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Section: Discussionmentioning

confidence: 53%

Do School Advisors Contribute to the Teachers’ Professional Development? A Greek Case Study

Vozaitis¹,

Ifanti²

2017

JPAG

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“…Ezért nemcsak váratlan, hanem kínos, ha a tudás elleni legveszélyesebb támadások az iskolát közvetlenül övező világból, a tanárképzést megreformálni kívánó törekvések harcosaitól érkeznek (Jay-Johnson, 2002; Jones, J. L. -Jones, K. A., 2013). A veszélyt fokozza, hogy mivel a saját jogán értékes tudás nyílt kétségbe vonásának kínosságával maguk az ostromlók is tisztában vannak -ha máshonnan nem, hát annak belátásából vagy legalább sejtéséből, hogy saját tudásuk jelentős része sem állja ki a maguk szabta hasznosság próbáját -, tudásellenes attitűdjüket igyekeznek leplezni, nyíltan pedig tagadni.…”

Section: Magyar Tudomány 179(2018)8unclassified

“…Ennek a haszonelvű tanítási ideológiának a tanárképzésre érvényesített szélsőséges változata az ún. reflektív gyakorlat doktrínája, amely nemcsak azt hirdeti, hogy a tanárképzés feladata kizárólag a tanítási gyakorlatban közvetlenül hasznosítható tanári kompetenciák elsajátításának elősegítése, hanem azt is vallja, hogy ezeket a gyakorlati tudásokat nem a mihaszna elméletekről szóló egyetemi előadásokon, hanem a gyakorlatban, valóságos iskolákban végzett tanítási tevékenység során lehet a leghatékonyabban elsajátítani (Jones, J. L.-Jones, K. A., 2013).…”

Section: Tudásellenesség áLtudományos Köntösbenunclassified

Hogyan vezet el a tudás lebecsülése az oktatás lebecsüléséhez

Czeglédi¹

2018

Ma.Tud.

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A dolgozat a tudást veszi védelmébe. Miért szorul a tudás védelemre, amikor sokunk számára triviális igazságnak tűnik, hogy a tudás jó dolog, a tudatlanság pedig rossz dolog? Az ok egyszerű és meglepő: e triviális igazságot egyre többen tagadják. Ennél is meglepőbb, hogy a tudás elleni támadások újabban a tanárképzés világából érkeznek. A dolgozat rámutat az ún. kompetenciaalapú oktatás és tanárképzés néhány alapvető félreértésére, és lerántja a leplet a reflektív gyakorlat nevet viselő elméletellenes tanárképzési doktrínáról. Rámutat arra, hogy e tudásellenes doktrína inkoherens, áltudományos és összeegyeztethetetlen azzal az egyébként koherens eszmerendszerrel, amelyből elméleti indokoltságát sikertelenül kísérli meg levezetni.

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“…A reflective approach has been recognised by many educational researchers as a prerequisite for effective teaching (e.g. Hatton and Smith (1995), Cochran-Smith (2003), Jones and Jones (2013)). Reflective practice, with roots in the works of Dewey (1935) and Schön (1983), calls for continuous learning through deliberate reflection in and on action.…”

Section: Research Approachmentioning

confidence: 99%

Peer Review #1 of "Guidelines for using empirical studies in software engineering education (v0.1)"

2017

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Software engineering education is under constant pressure to provide students with industry-relevant knowledge and skills. Educators must address issues beyond exercises and theories that can be directly rehearsed in small settings. Industry training has similar requirements of relevance as companies seek to keep their workforce up to date with technological advances. Real-life software development often deals with large, softwareintensive systems and is influenced by the complex effects of teamwork and distributed software development, which are hard to demonstrate in an educational environment. A way to experience such effects and to increase the relevance of software engineering education is to apply empirical studies in teaching. In this paper, we show how different types of empirical studies can be used for educational purposes in software engineering. We give examples illustrating how to utilize empirical studies, discuss challenges, and derive an initial guideline that supports teachers to include empirical studies in software engineering courses. Furthermore, we give examples that show how empirical studies contribute to high-quality learning outcomes, to student motivation, and to the awareness of the advantages of applying software engineering principles. Having awareness, experience, and understanding of the actions required, students are more likely to apply such principles under real-life constraints in their working life.

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Teaching Reflective Practice: Implementation in the Teacher-Education Setting

Cited by 39 publications

References 20 publications

Do School Advisors Contribute to the Teachers’ Professional Development? A Greek Case Study

Do School Advisors Contribute to the Teachers’ Professional Development? A Greek Case Study

Hogyan vezet el a tudás lebecsülése az oktatás lebecsüléséhez

Peer Review #1 of "Guidelines for using empirical studies in software engineering education (v0.1)"

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