Teacher development using group discussion and reflection Export

@article{citeulike:5805857, abstract = {This article presents outcomes from a study of science teachers participating in a collaborative action research project. A case study methodology was used to describe and analyze effectively the views and practices of teachers participating in this project. Through group discussion and reflection with other participants, the teachers discussed and critiqued current practices, clarified action research questions, and explained and evaluated their students’ activities. From these discussions emerged collaborative and communal reflection which helped promote problem-solving and dialogical thinking, and resulted in teachers’ views changing from the contextual particulars of their local school to a more systematic awareness of their curricular actions. At the same time, these reflective experiences exposed teachers’ personal tensions related to implementing their action research plans. The idea of using group discussion and reflection as a strategy to prompt perceptual restructuring of teachers’ experiences to promote teacher development is presented.}, author = {Fazio, Xavier}, citeulike-article-id = {5805857}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/14623940903138407}, doi = {10.1080/14623940903138407}, journal = {Reflective Practice: International and Multidisciplinary Perspectives}, keywords = {cpd, reflective\_practice}, number = {4}, pages = {529--541}, posted-at = {2009-09-19 20:17:21}, priority = {2}, publisher = {Routledge}, title = {Teacher development using group discussion and reflection}, url = {http://dx.doi.org/10.1080/14623940903138407}, volume = {10}, year = {2009} }

TY - JOUR ID - citeulike:5805857 L3 - citeulike-article-id:5805857 N2 - This article presents outcomes from a study of science teachers participating in a collaborative action research project. A case study methodology was used to describe and analyze effectively the views and practices of teachers participating in this project. Through group discussion and reflection with other participants, the teachers discussed and critiqued current practices, clarified action research questions, and explained and evaluated their students’ activities. From these discussions emerged collaborative and communal reflection which helped promote problem-solving and dialogical thinking, and resulted in teachers’ views changing from the contextual particulars of their local school to a more systematic awareness of their curricular actions. At the same time, these reflective experiences exposed teachers’ personal tensions related to implementing their action research plans. The idea of using group discussion and reflection as a strategy to prompt perceptual restructuring of teachers’ experiences to promote teacher development is presented. IS - 4 JF - Reflective Practice: International and Multidisciplinary Perspectives EP - 541 TI - Teacher development using group discussion and reflection PB - Routledge VL - 10 SP - 529 KW - cpd KW - reflective_practice AU - Fazio, Xavier PY - 2009/// UR - http://dx.doi.org/10.1080/14623940903138407 ER -