{"title":"反思:教师审视自身教学的有力工具","authors":"Benita P. Nel","doi":"10.1080/18146627.2022.2135011","DOIUrl":null,"url":null,"abstract":"Abstract This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The purpose was to investigate their reflective practices as a group, investigating the following research question: Do mathematics student teachers change their teaching when they receive feedback from a knowledgeable other, in conjunction with their peers? If so, how do they change? Data were collected through interviews of the joint reflections of two lessons of each of the three pre-service teachers. The findings have potential value for learning to teach where the participants could incorporate take-up from each other‘s lessons, develop in terms of the pace at which they taught and improve the use of technology in class. Joint reflection can be proposed as it enhances teaching and opens up the space to talk about classroom experiences.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reflection: A Powerful Tool for Teachers to Examine Their Own Teaching\",\"authors\":\"Benita P. Nel\",\"doi\":\"10.1080/18146627.2022.2135011\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The purpose was to investigate their reflective practices as a group, investigating the following research question: Do mathematics student teachers change their teaching when they receive feedback from a knowledgeable other, in conjunction with their peers? If so, how do they change? Data were collected through interviews of the joint reflections of two lessons of each of the three pre-service teachers. The findings have potential value for learning to teach where the participants could incorporate take-up from each other‘s lessons, develop in terms of the pace at which they taught and improve the use of technology in class. Joint reflection can be proposed as it enhances teaching and opens up the space to talk about classroom experiences.\",\"PeriodicalId\":44749,\"journal\":{\"name\":\"Africa Education Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2021-03-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Africa Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18146627.2022.2135011\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2022.2135011","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Reflection: A Powerful Tool for Teachers to Examine Their Own Teaching
Abstract This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The purpose was to investigate their reflective practices as a group, investigating the following research question: Do mathematics student teachers change their teaching when they receive feedback from a knowledgeable other, in conjunction with their peers? If so, how do they change? Data were collected through interviews of the joint reflections of two lessons of each of the three pre-service teachers. The findings have potential value for learning to teach where the participants could incorporate take-up from each other‘s lessons, develop in terms of the pace at which they taught and improve the use of technology in class. Joint reflection can be proposed as it enhances teaching and opens up the space to talk about classroom experiences.
期刊介绍:
Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.