Nurturing reflective teaching during critical-thinking instruction in a computer simulation program
Computers & Education Volume 42, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
Yeh, Y.C. (2004). Nurturing reflective teaching during critical-thinking instruction in a computer simulation program. Computers & Education, 42(2), 181-194. Elsevier Ltd.
- Architectures for Educational Technology Systems
- Computer Simulation
- Consciousness Raising
- Control Groups
- Critical Thinking
- Instructional Effectiveness
- Interactive Learning Environment
- preservice teacher education
- preservice teachers
- Reflective Teaching
- Teacher Behavior
- teaching methods
- Teaching/Learning Strategies
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Project-based Learning and Problem-based Learning in the Multimedia Design Course for Improving Critical Thinking Performance
Juan Zheng, Su Cai & Feng-Kuang Chiang, Beijing Normal University, China
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1020–1024
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