Literaturnachweis - Detailanzeige
| Autor/in | Attard, Karl |
|---|---|
| Titel | Public Reflection within Learning Communities: An Incessant Type of Professional Development |
| Quelle | In: European Journal of Teacher Education, 35 (2012) 2, S.199-211 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0261-9768 |
| DOI | 10.1080/02619768.2011.643397 |
| Schlagwörter | Faculty Development; Professional Development; Communities of Practice; Reflection; Participant Observation; Transformative Learning; Teacher Collaboration; Meetings; Staff Meetings; Group Dynamics; Protocol Analysis; Journal Writing; Performance Factors; Interaction Process Analysis; Educational Strategies; Learning Strategies; Educational Practices |
| Abstract | This article is based on a study focusing on how structured learning communities can promote reflective awareness and professional development, through collaborative analysis of professional experience. As participant-observer, the researcher used recorded observations as well as individual participants' reflective writing as data. Of importance is the fact that all seven participants argued that they developed professionally and started to dig deeper into their experiences as the five-month study progressed. They also pointed out that this type of professional development was immediately relevant to their present needs, and this was what motivated them to further engage in reflection as a tool for professional development. Aspects such as conflict and uncertainty in teacher learning, and how collaboration promotes further reflection will also be discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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