과학 모의 수업에 대한 반성 저널 쓰기와 토론을 통한 초등 예비교사의 생산적 반성 증진
Facilitating Productive Reflection of Pre-service Elementary Teachers through Reflective Journal Writing and Discussion about Science Peer Teaching Practice
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초록
In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through reflective journal writing and discussion after science peer teaching practice. 'Productive reflection' involves con- sideration and analysis of interrelationships among aspects of teaching including learners and learning, subject matter knowledge, assessment, and instruction. During 8 week efforts, productive reflection has increased gra- dually in both individual journal and class discussion. However half of individual journals didn't show productive reflection even in the final stage. This implicated that development of reflective thinking is an achievable but progressive change. By describing the progress in discussion and participants' responses on journal writing and discussion activity, this study shed light on practical ways of enhancing reflective teacher education.
Abstract
In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through reflective journal writing and discussion after science peer teaching practice. 'Productive reflection' involves con- sideration and analysis of interrelationships among aspects of teaching including learners and learning, subject matter knowledge, assessment, and instruction. During 8 week efforts, productive reflection has increased gra- dually in both individual journal and class discussion. However half of individual journals didn't show productive reflection even in the final stage. This implicated that development of reflective thinking is an achievable but progressive change. By describing the progress in discussion and participants' responses on journal writing and discussion activity, this study shed light on practical ways of enhancing reflective teacher education.
참고문헌 (29)
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