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Teachers developing practice: Reflection as key activity
ARTICLE

TATE Volume 24, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The article is based on a research and development project conducted in a Norwegian lower secondary school. The purpose of the text is to show how a project involving a researcher and a teacher team encourages the teachers to reflect on teaching processes, and, furthermore, to show what the form and content of such reflection processes could be. Theories on reflection are presented as the framework in which illustrations from practice are analysed. Findings from the project show that when teachers question their own practice, they can transcend their teaching, meaning they can think of and see new things. In connecting theory and practice, the article concludes that teachers are shown in this way how to reflect before action, reflecting on prior experiences by using theory, and how they can reflect in action and on action, connecting theoretical concepts to their teaching practice. In this way theories can serve as a tool in reflection processes.

Citation

Postholm, M.B. (2008). Teachers developing practice: Reflection as key activity. Teaching and Teacher Education: An International Journal of Research and Studies, 24(7), 1717-1728. Elsevier Ltd. Retrieved July 4, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2008.02.024

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