Reflection tasks in pedagogical training courses

International Journal for Academic Development

Volumn 15, Issue 3, 2010, Pages 203-214

  Karm, Mari ^a  

^a UNIVERSITY OF TARTU   (Estonia)

Author keywords

Conceptions of teaching; Metaphor; Reflection; Teaching cases

Indexed keywords

EID: 79960193325     PISSN: 1360144X     EISSN: 14701324     Source Type: Journal    
DOI: 10.1080/1360144X.2010.497681     Document Type: Article

References (34)

1. Bolton, G. (2001). Reflective practice: Writing and professional development. London: Paul Chapman Publishing.
2. Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: Turning experience into learning (pp. 18-40). London/New York: Kogan Page/Nichols Publishing.
3. Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey- Bass.
4. Chak, A. (2006). Reflecting on the self: An experience in a preschool. Reflective Practice, 7(1), 31-41.
5. Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco, CA: Jossey-Bass.
6. Daudelin, M.W. (1996). Learning from experience through reflection. Organizational Dynamics, 24(3), 36-48.
7. Day, C. (1993). Reflection: A necessary but not sufficient condition for professional development. British Educational Research Journal, 19(1), 83-93.
8. Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100.
9. Guerrero, M.C.M., & Villamil, O.S. (2000). Exploring ESL teachers' roles through metaphor analysis. TESOL Quarterly, 34(2), 341-351.
10. Halliday, J., & Soden, R. (1998). Facilitating changes in lecturers' understanding of learning. Teaching in Higher Education, 3(1), 21-36.
11. Handal, G., & Lauvås, P. (1987). Promoting reflective teaching: Supervision in action. Milton Keynes, UK: SRHE and Open University Press.
12. Ho, A.S.P. (2000). A conceptual change approach to staff development: A model for programme design. International Journal for Academic Development, 5(1), 30-41.
13. Karm, M., & Remmik, M. (2008, June). The impact of training of university teachers on their approach to teaching and professional development. Paper presented at the International Consortium for Educational Development Conference, Salt Lake City, UT.
14. Kember, D. (1997). A reconceptualisation of the research into university academics' conceptions of teaching. Learning and Instruction, 7(3), 255-275.
15. Kember, D., & Kwan, K.P. (2000). Lecturers' approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5), 469-490.
16. Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47-71.
17. Kreber, C. (2004). An analysis of two models of reflection and their implications for educational development. International Journal for Academic Development, 9(1), 29-49.
18. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
19. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
20. Loughran, J.J. (2002). Effective reflective practice. In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
21. McAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors' teaching and students' learning. Instructional Science, 28(5), 363-385.
22. McAlpine, L., Weston, C., Beauchamp, J., Wiseman, C., & Beauchamp, C. (1999). Building a metacognitive model of reflection. Higher Education, 37(2), 105-131.
23. McAlpine, L., Weston, C., Timmermans, J., Berthiaume, D., & Fairbank-Roch, G. (2006). Zones: Reconceptualizing teacher thinking in relation to action. Studies in Higher Education, 31(5), 601-615.
24. Mezirow, J. (2000). Learning to think like an adult. Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco, CA: Jossey-Bass.
25. Moon, J. (1999). Reflection in learning and professional development: Theory and practice. London: Kogan Page.
26. Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. London, New York: Routledge Falmer.
27. Nicholls, G. (2001). Professional development in higher education: New dimensions and directions. London: Kogan Page.
28. Norton, L., Richardson, J.T.E., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers' beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537-571.
29. Orland, L. (2000). What's in a line? Exploration of a research and reflection tool. Teachers and Teaching: Theory and Practice, 6(2), 197-213.
30. Postareff, L., & Lindblom-Ylänne, S. (2008). Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education. Learning and Instruction, 18(1), 109-120.
31. Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571.
32. Schön, D.A. (1983). The reflective practitioner. San Francisco, CA: Jossey-Bass.
33. Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21(3), 275-284.
34. Tripp, D. (1993). Critical incidents in teaching. Developing professional judgement. London: Routledge.