How tutors understand and engage with reflective practices

被引：16

作者：

Bell, Amani ^{[1
]}

Mladenovic, Rosina ^{[2
]}

机构：

[1] Univ Sydney, Inst Teaching & Learning, Sydney, NSW, Australia

[2] Univ Sydney, Business Sch, Sydney, NSW, Australia

来源：

REFLECTIVE PRACTICE | 2013年 / 14卷 / 01期

关键词：

reflection-in-action; reflection-on-action; reflection-for-action; novice teachers; sessional staff; academic development;

D O I：

10.1080/14623943.2012.732949

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Interviews with six tutors revealed the ways in which they thought about reflection, and what forms of reflective practice were part of their teaching. The tutors saw a variety of benefits of reflection, including improving their teaching. There was a focus on reflecting before and after teaching, but few examples of reflection while teaching. Reflection was triggered by negative events and by positive feedback. Reflection on teaching was mainly an individual process; however some tutors engaged in proximal, informal discussions about their teaching. Implications for practice, such as how to support reflection-in-action, are considered.

引用

页码：1 / 11

页数：11

共 40 条

[1] Constraints on academics' potential for developing as a teacher [J].