Reflective Pedagogical Thinking: How Can We Promote It and Measure It?
Reflective Pedagogical Thinking: How Can We Promote It and Measure It?
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反思性教学思维：我们如何推广和衡量它？
DOI：
10.1177/002248719004100504
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
A. Starko
中科院分区：
文献类型：
--
作者：
G. M. Sparks;J. M. Simmons;Marvin Pasch;A. Colton;A. Starko
教师教育改进合作组织 (CITE) 是一项学前教学计划，旨在通过分块课程和结构化现场体验促进学生对课程、方法和社会政治问题的反思性思考。反思性思维框架是一种编码方案，旨在评估学生反思教学决策背后的教学原则、影响原则应用的背景因素以及围绕教学体验的道德、伦理或政治问题的能力。初步评估表明，CITE 学生开始应用教学原则来制定教学决策。高于平均水平的学生能够将这些原则应用到特定的环境中。另外两项研究表明，与未参加 CITE 项目的其他方法学生相比，CITE 学生在反思方面取得了显着更大的进步，并且反思性思维框架可以与经验丰富的教师一起使用，以记录在为期一年的员工发展工作中反思性思维的变化。
The Collaboration for the Improvement of Teacher Education (CITE) is a pre-student teaching program that promotes students' reflective thinking about curriculum, methods, and sociopolitical issues through blocked classes and structured field experiences. The Framework for Reflective Thinking, a coding scheme, was developed to evaluate students' ability to reflect on pedagogical principles underlying teaching decisions, contextual factors affecting the application of the princi ples, and moral, ethical, or political issues surrounding a teaching experience. The initial evalua tion indicated that CITE students were beginning to apply pedagogical principles in making teach ing decisions. Above average students were able to adapt these principles to a specific context. Two additional studies indicated that CITE students showed significantly greater gains in reflection than other methods students not in the CITE program and that the Framework for Reflective Thinking could be used with experienced teachers to note changes in reflective thinking in a year- long staff development effort.