Vom Pflexit zum  Reflective Practitioner

Proponents of teacher education preparation advocate that in order for new teachers to be effective in their practice they must acquire skills as reflective practitioners, specifically as it relates to lesson designing and instruction and understanding individual student needs. This study demonstrates the use of edTPA reflective commentary to move teacher education candidates from a superficial professional reflection to becoming a reflective practitioner with an in-depth understanding of reflective practice and evidence-based instruction.

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Agile Teams in Digital Media

Handbook of Research on Emerging Technologies for Effective Project Management - Advances in Logistics, Operations, and Management Science ◽

10.4018/978-1-5225-9993-7.ch020 ◽

2020 ◽

pp. 340-359

Author(s):

Rachel Ralph ◽

Patrick Pennefather

Keyword(s):

Digital Media ◽

Reflective Practitioner ◽

Comparative Case Study ◽

Future Research ◽

Master's Program ◽

Study Results ◽

Agile Practices ◽

Media Environments

As we move towards the third decade of the 21st century, the development of emerging technologies continues to grow alongside innovative practices in digital media environments. This chapter presents a comparative case study of two teams (Team A and Team B) in a professional master's program during a 13-week, project-based course. Based on the role of documentation and the reflective practitioner, team blogs representing learner experiences of Agile practices were analyzed. This case study chapter focused on one blog post of a mid-term release retrospective. The results of this case study are framed around Derby and Larson's (2006) Agile retrospectives framework, including: set the stage, gather data, generating insights, deciding what to do, and closing the retrospective. The case study results suggest the need for public documentation of retrospectives and how this can be challenging with non-disclosure agreements. Also, the authors identify the importance of being a reflective practitioner. Future research on educational and professional practices needs to be explored.

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Designing an Educational Program for Teachers Based on TPACK Principles and Wikis

Building and Maintaining Adult Learning Advantage - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4516-4.ch001 ◽

2020 ◽

pp. 1-20

Author(s):

Nikolaos Karipidis ◽

Jim Prentzas

Keyword(s):

Educational Program ◽

Reflective Practitioner ◽

Knowledge And Skills ◽

Specific Program ◽

Teaching Goals ◽

Ict Tools ◽

Selection Of ◽

Pedagogical Methods

In this chapter, an approach to the design of an educational program for teachers is proposed. Three main steps are necessary in the design of such a program. The first step is to determine the goals of the program and connect them with the subsequent teaching goals of teachers. Further on, the knowledge and skills required in order to fulfill the goals set need to be determined. The final step concerns the selection of appropriate pedagogical methods and ICT tools that will assist teachers in their teaching. In the specific program, the goals set are based on Habermas' theory of cognitive interests and Schön's theory of the reflective practitioner. The TPACK model is used to categorize the desired knowledge that teachers will acquire from the program and the knowledge required by the instructor of the program. Wikis are used to support the selected pedagogical methods.

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