In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers
In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers
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DOI：
10.1016/j.tate.2019.102879
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发表时间：
2019-11
影响因子：
3.9
通讯作者：
Jason Anderson
中科院分区：
文献类型：
--
作者：
Jason Anderson
尽管在教师教育文献中广泛讨论了舍恩的反思行动，但很少有研究试图在互动教学中记录它。那些这样做的人总是无法将其与对行动的事后反思分开。本研究采用三角形录像刺激回忆法，对四位经验丰富的英语教师的互动反思进行了研究。它提供了证据来支持舍恩的反射在行动的结构，但也文件的反射过程中没有提到的舍恩。在此基础上，作者提出了教师互动思维的八种类型和互动反思的沿着分类，以及互动反思的三种类型和六种模式。
Despite widespread discussion of Schön's reflection-in-action in teacher education literature, few studies have attempted to document it during interactive teaching. Those that do invariably fail to separate it from post-hoc reflection on action. This study uses triangulated video stimulated recall to investigate the interactive reflection of four experienced teachers of English as a foreign language. It provides evidence to support Schön's construct of reflection-in-action, but also documents reflective processes not mentioned by Schön. An empirically-derived eight category typology of teacher interactive thought and taxonomy of interactive reflection are proposed along with three types and six patterns of interactive reflection.