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Nurturing reflective teaching during critical-thinking instruction in a computer simulation program
ARTICLE

Computers & Education Volume 42, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Nurturing reflective teaching and improving critical-thinking instruction are two important goals in teacher education, but these are only achievable when teachers-in-training are provided with opportunities for building professional knowledge and for exhibiting reflective teaching practices. A computer simulation program (CS-TGCTS) was therefore developed here, and its effectiveness is explained in this study. From 149 preservice teachers participating in this study, a pretest–posttest control group design was defined by four student groups and two treatments. The central hypothesis was that increasing participants' self-awareness of teacher behaviors and enhancing mindful learning in professional knowledge would provoke reflective teaching and further bring about improvements in teacher behaviors. The findings support the hypothesis and suggest that the CS-TGCTS simulation is an effective vehicle for improving preservice teachers' reflective teaching in critical-thinking instruction.

Citation

Yeh, Y.C. (2004). Nurturing reflective teaching during critical-thinking instruction in a computer simulation program. Computers & Education, 42(2), 181-194. Elsevier Ltd. Retrieved January 26, 2020 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(03)00071-X

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