Teacher reflection on action: what is said (in research) and what is done (in teaching)
Teacher reflection on action: what is said (in research) and what is done (in teaching)
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教师对行动的反思：所说的（研究中）和所做的（教学中）
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
H. Tillema
中科院分区：
文献类型：
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作者：
J. Marcos;Emilio Sánchez Miguel;H. Tillema
在过去 25 年里，教师对行动的反思得到了广泛的研究。为了理解这个概念及其用途，我们应该看看研究中确定的行动反思（TRA）的关键特征以及教师所说的典型反思。在其他三项研究中，我们探索了以下方面可能的一致性：(1) 所主张的内容（使用 50 篇概念性论文）； (2) 向教师传播了哪些内容（使用了 122 篇关于教师发展的文章）； (3) 教师所描述的内容（分析 49 名教师对反思实践的描述）。作为这一探索的结果，我们几乎没有发现理论论文中所述内容的经验证据。基于研究的论文表明，所进行的研究与理论论文所确定的 TRA 关键特征不太相关。此外，在试图衡量教师的反思时，该研究并没有真正反映反思模型所倡导的内容。这些发现使我们得出结论，教师对行动进行反思的概念仍然在不断变化，可能不会按预期在教师专业发展和教师教育计划中得到采用。
Teacher reflection on action has been studied extensively in the last 25 years. To appreciate the concept and its use, we should look at the key features of reflection on action (TRA) as identified in research and what teachers state is typical of reflection. In three other studies we have explored possible alignments among (1) what has been claimed (using 50 conceptual papers); (2) what has been disseminated to teachers (using 122 articles on teacher development); and (3) what has been described by teachers (analyzing 49 teacher accounts of reflection practices). As a result of this exploration, we found little empirical evidence for what has been stated in theoretical essays. The research‐based papers revealed that the studies conducted were not very relevant for key characteristics of TRA as identified by the theoretical papers. Furthermore, in attempting to gauge teachers’ reflections, the research does not really reflect what is advocated by models of reflection. These findings led us to conclude that the concept of teacher reflection on action is still very much in flux and may not be adopted as intended in programs of teacher professional development and teacher education.