Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers
Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers
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未来中学数学教师在日语课程学习经历中的过程反思
DOI：
10.1007/s10857-010-9155-7
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发表时间：
2011
影响因子：
2.1
通讯作者：
Thomas E. Ricks
中科院分区：
文献类型：
--
作者：
Thomas E. Ricks
虽然潜在的强大的教育工作者，教师反思的结构已被淡化，使教师参与有意义的反思问题。本文提出了一个理论框架，将教师反思分为两大类。第一个也是最常见的事件反射发生在与未来活动无关的特定事件或情节中。第二个过程是反思--基于约翰·杜威和唐纳德·舍恩的工作--将反思事件连接成一个循环的过程，通过实验性的行动来提炼想法。我研究了一组未来的中学数学教师的反思活动，因为他们共同策划了一个公立学校的教训，以说明如何反思的事件可以细化和链接到更强大的和有目的的进步的想法。最后，我对数学教师发展的影响。
Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into two broad categories. The first and most common incident reflection occurs as specific incidents or episodes unconnected to future activity. The second process reflection—based on the work of John Dewey and Donald Schön—connects reflective incidents into a cyclic progression that refines ideas through experimental action. I examined the reflective activity of a group of prospective secondary mathematics teachers as they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more powerful and purposeful progressions of ideas. I conclude with implications for mathematics teacher development.