scholarly journals Examining Preservice Teachers’ Reflective Thinking Skills in the context of Web-Based Portfolios: The Role of Metacognitive Awareness

2018 ◽  
Vol 43 (11) ◽  
pp. 26-50 ◽  
Author(s):  
Emine Adadan ◽  
◽  
Diler Oner ◽  
Keyword(s):  
Preservice Teachers ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Metacognitive Awareness ◽  
Web Based

Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education

2011 ◽  
Vol 62 (5) ◽  
pp. 477-492 ◽  
Author(s):  
Diler Oner ◽  
Emine Adadan
Keyword(s):  
Preservice Teachers ◽  
Reflective Thinking ◽  
Preservice Teacher Education ◽  
Mixed Methods Study ◽  
Easy Access ◽  
Web Based ◽  
High Level ◽  
Reflective Skills ◽  
The Web

This mixed-methods study examined the use of web-based portfolios for developing preservice teachers’ reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers’ internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated evidence of reflective thinking throughout a semester and, if so, the types of reflective thinking indicators; (b) whether there was an increase in the number of high-level reflective indicators over time; and (c) the role of the web-based portfolio construction, as perceived by the participants, in developing reflective skills. The findings suggested that preservice teachers demonstrated high- and low-level reflective skills throughout a semester. There was a statistically significant improvement in the number of high-level reflective indicators in the second reflection task compared with the first. In addition, the web-based platform was perceived by participants as a medium that enabled easy access and the development of better portfolio artifacts.

scholarly journals Successful Learning with Hypermedia: The Role of Epistemological Beliefs and Metacognitive Awareness

2003 ◽  
Vol 28 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Lisa D. Bendixen ◽  
Kendall Hartley
Keyword(s):  
Preservice Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Hypermedia Learning ◽  
Posttest Performance ◽  
Cognitive Awareness ◽  
And Control ◽  
The Relationship

This study examined the relationship between epistemological beliefs, meta-cognition, and student achievement in a hypermedia learning environment. Epistemological beliefs refer to beliefs about the nature of knowledge and knowing (see review by Hofer & Pintrich, 1997) and metacognition refers to the ability to reflect upon, understand, and control one's learning (Schraw & Dennison, 1994). We predicted that the epistemological beliefs and meta-cognitive awareness of 116 preservice teachers would be significantly related to achievement in a hypermedia tutorial. Achievement was measured by a posttest based on the tutorial content. Results from a forced-order, hierarchical regression analysis indicated that reading comprehension, GPA, and three of the five epistemological beliefs (i.e., fixed ability, omniscient authority, and quick learning) significantly predicted posttest performance. Belief in omniscient authority and fixed ability being related to lower achievement supports previous research. Contrary to our expectations, a belief in quick learning was positively correlated with achievement. Educational and instructional design implications are discussed.

Reflecting on Portfolio Development

2013 ◽  
pp. 197-211
Author(s):  
Hea-Jin Lee ◽  
Leah Herner-Patnode
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Web Based

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

Exploring a Model to Develop Critical Reflective Thought Among Elementary School Math Preservice Teachers

2021 ◽  
pp. 002205742199833
Author(s):  
Orit Broza ◽  
Ariel Lifshitz ◽  
Shirly Atzmon
Keyword(s):  
Preservice Teachers ◽  
Reflective Thinking ◽  
Teacher Practice ◽  
Mathematical Discourse ◽  
Practical Training ◽  
Analytic Model ◽  
Reflective Thought ◽  
Class Management ◽  
Role Of Teachers

This study focuses on the challenge of promoting significant mathematical discourse among preservice teachers. The study was conducted as part of an academic course that accompanies their practical training. Twenty-three math preservice teachers’ learning process was examined as a result of using an analytic model designed for discourse protocols’ analysis. Findings revealed that an active and dynamic process occurred, modifying teacher practice and developing critical reflective thinking among preservice teachers. The change occurred in two “ripples of influence”: (1) improving discourse to one promoting learning by demonstrating hypothetical scenarios and (2) perception of the role of teachers and class management.

scholarly journals The Role Of Preservice Teachers In Developing Metacognitive Awareness Strategies In An Urban Language Arts Writing High School Classroom

2011 ◽  
Vol 1 (3) ◽  
pp. 49
Author(s):  
Judith Shabaya
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
High School Students ◽  
Metacognitive Awareness ◽  
School Students ◽  
Student Writers ◽  
Study Results ◽  
High School Classroom ◽  
Urban Language

The study used a qualitative approach to examine the development of metacognitive awareness strategies among student writers. The purposes of the study were to determine the indices of metacognitive awareness strategies used by students, the role of preservice teachers, and the relevance of instructional strategies. Participants were preservice teachers and high school students. Data collection included field notes, writing samples, reports, surveys, portfolios, and evaluations. The study results indicated the following: 1. Students' self-perceptions as writers change; 2. metacognitive awareness development occurs over time; 3. Metacognitive awareness development occurs differently among students; and 4. Varied teaching approaches yield effective writing instruction.

Reflecting on Portfolio Development

2011 ◽  
Vol 1 (1) ◽  
pp. 64-78 ◽  
Author(s):  
Hea-Jin Lee ◽  
Leah Herner-Patnode
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Web Based

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

scholarly journals Web-Enhanced Peer Feedback in ESL Writing Classrooms A Literature Review

2021 ◽  
Vol 14 (4) ◽  
pp. 66
Author(s):  
Atif Elboshi
Keyword(s):  
Peer Feedback ◽  
Thinking Skills ◽  
Review Literature ◽  
Critical Thinking Skills ◽  
Esl Writing ◽  
Web Based ◽  
Reflective Assessment ◽  
Online Library ◽  
The Impact

This paper aims to review literature on the impact of using web-based technology such as blogs and social networks to facilitate and promote peer feedback in ESL writing classrooms. It also investigates how giving and receiving comments from peer students can improve students’ performance in writing as well as their critical thinking skills. A combination of 47 peer reviewed studies were included in this review. All these studies were found on MUN online library and the selection criteria I used in searching was studies that are relevant to: ESL writing, the importance of peer feedback and the role that web-based technology can do to facilitate peer feedback in ESL writing classrooms. The results showed that reflective assessment of peers’ writing helps students develop their peers’ and their own writing performance. They also stressed the role of web-based technology in providing a stimulating environment for students to reflect on peers’ written work. However, some studies revealed the challenges that might affect using this technology such as students’ reluctance, fear of sharing writing online and their sensitivity to being criticized publicly.

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