Teachers’ way of reflecting: what can teacher trainer programmes learn from practice?

Publikation: KonferencebidragPaperForskning

  • Lea Lund
This paper contributes to insights on teachers’ thinking and practice by building partly on the large amount of prior research in the field of continuing professional development (in line with ISATT), and partly on examples from an empirical small-scale study executed in Denmark. The purpose of the Danish study was to investigate and understand teachers’ classroom experiences using Fenstermacher’s approach to develop a practical argument, as these classroom experiences are regarded as a potential source of learning for teachers. A three-level scale model from the study describes the teach-ers’ reflections on practice. Based on this model, the paper provides a proposal regarding how to work with teachers’ professional development and learning processes. Educational implications and future research directions are discussed.
OriginalsprogEngelsk
Udgivelsesår1 jul. 2016
StatusUdgivet - 1 jul. 2016
BegivenhedISFTE 2016 - 36th Annual International Seminar for Teacher Education - Sydafrika, Skukuza, Sydafrika
Varighed: 17 apr. 201622 apr. 2016
http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=98444

Konference

KonferenceISFTE 2016 - 36th Annual International Seminar for Teacher Education
LokationSydafrika
LandSydafrika
BySkukuza
Periode17/04/201622/04/2016
Internetadresse

    Forskningsområder

  • Reflection, teacher thinking, teacher training, continuing professional development, professional learning communities, teachers of young people and adults , higher education, teacher beliefs, adult education

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