Teachers’ Reflective Practice in Lesson Study: A Tool for Improving Instructional Practice
Teachers’ Reflective Practice in Lesson Study: A Tool for Improving Instructional Practice
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教师在课堂学习中的反思实践：改进教学实践的工具
DOI：
10.55016/ojs/ajer.v61i3.56087
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发表时间：
2016
影响因子：
--
通讯作者：
S. Gutierez
中科院分区：
文献类型：
--
作者：
S. Gutierez
在教师教育中，一系列研究已经确立了反思在专业发展中的重要性。Lesson Study是日本流行的一种专业发展，它在其中一个阶段包含反思，以提高教师审视他们制定的实践以改进他们的研究性课程的能力。然而，确定教师反思性实践的类型的研究似乎很少。在本研究中，记录并记录了课堂学习过程的各个阶段，以分析教师的反思实践。定性分析产生了三种反思性实践，即：描述性的、分析性的和批判性的。这项研究强调了协作、可持续和临时性的环境，使教师成为能够利用他们的反思来理解他们的教学实践的实践者。调查结果还表明，教师的专业发展背景必须适应他们的直接经验，以便他们能够有效地利用这些成果。
In teacher education, a collection of research has established the importance of reflection in professional development. Lesson study, a popular professional development in Japan, incorporates reflection in one of its stages to enhance teachers’ capacity to look into their enacted practices to improve their research lessons. However, there appear to be few studies determining the types of reflective practice among teachers. In this study, the various stages of lesson study process were documented and transcribed to analyze the teachers’ reflective practices. Qualitative analyses yielded three types of reflective practice exemplified by the teachers, namely: descriptive, analytical, and critical. The study highlighted the collaborative, sustainable, and provisional environment which enabled the teachers to become practitioners who are able to use their reflections to gain understanding of their instructional practices. Findings also indicated that the context of professional development for teachers must be tailored to their direct experiences for them to significantly use the outcomes.