Professional Learning through Reflection on Practice
Professional Learning through Reflection on Practice
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通过实践反思进行专业学习
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
N. C. Lester
中科院分区：
文献类型：
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作者：
N. C. Lester
本研究考察了15名职前教师在两年的时间里提高反思技能的经历。他们选择进行严格的档案袋准备过程和对实践的书面反思，这成功地提供了对教学质量的积极反馈。除此之外，职前教师还发现，反思实践也会让他们认识到教学中有一些方面是可以改进的。研究结果表明，通过反思的过程，职前教师能够识别出他们的愿望和他们的实践之间的差距。这是为学生带来更好学习机会的专业学习。
This research examines the experiences of 15 preservice teachers as they refined their reflective skills over a period of 2 years. They elected to undertake a rigorous process of portfolio preparation and written reflections upon practice which was successful in providing positive feedback about quality of teaching. Beyond that, the preservice teachers discovered that reflecting on practice also led to recognition that there were aspects of teaching that could be improved. The findings suggest that through a reflective process, preservice teachers are able to identify a gap between their aspirations and the reality of their practice. This is professional learning that results in better learning opportunities for students.