scholarly journals JALT2014 Plenary Speaker article: An invitation to reflect on practice

2014 ◽  
Vol 38 (4) ◽  
pp. 3
Author(s):  
Thomas Farrell
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Development Programs ◽  
Common Term ◽  
Education And Development

Reflective practice is now a common term in many teacher education and development programs worldwide. Although definitions of reflective practice may vary in different programs, it generally means teachers systematically collect information about their classroom happenings, and then analyze and evaluate this information and compare it to their underlying assumptions and beliefs so that they can make changes and improvements to their teaching. This paper outlines what reflective practice is, why it is important, and how teachers can reflect. 内省の実践（意識的に深く考え注意深く観察する）というのは世界中の多くの教員養成課程で使われている一般的な用語である。内省の実践の定義は、それぞれの教科課程で異なっているかもしれないが、一般的には、授業の向上と工夫のために、教師がクラス内の情報を体系的に集め、この情報を分析・評価し、自分達の教育の前提や信条と比較する、ということを意味している。本論では内省の実践とは何か、なぜそれが重要なのか、どのように教師は授業に反映できるかについて要点を述べる。

An Interactional and Aligned Educational Design Framework to Support Teachers' Pedagogical Reasoning

2021 ◽  
pp. 516-533
Author(s):  
Jörgen Holmberg ◽  
Göran Fransson
Keyword(s):  
Teacher Education ◽  
Digital Technologies ◽  
Design Framework ◽  
Development Programs ◽  
Educational Design ◽  
Pedagogical Reasoning ◽  
Design Practices ◽  
Theoretical Design ◽  
Education And Development ◽  
Supporting Teachers

This chapter presents and problematizes a theoretical design framework for understanding and supporting teachers' pedagogical reasoning in online contexts. The framework synthesizes existing educational theories to illustrate how digital technologies can be used to create interactional and aligned educational designs and is therefore referred to as the IAED framework. The IAED framework can be used in teacher education and development programs, and by teachers, researchers, educational designers, and others. In the chapter, empirical examples and analysis are provided to illustrate and discuss how the IAED framework can be used to (1) support teachers' pedagogical reasoning and educational design practices, (2) evaluate existing educational designs and design practices, and (3) study educational designs and design practices, as well as (changes in) teachers' pedagogical reasoning.

Increasing the impact of management development programs

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Reflective Practice ◽  
Design Methodology ◽  
Action Learning ◽  
Development Program ◽  
Management Development ◽  
Development Programs ◽  
Content Type ◽  
Pertinent Information ◽  
The Impact ◽  
Overall Effectiveness

Purpose Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

scholarly journals Teacher Education and Development in Africa: A Modern Perspective

2020 ◽  
Vol 3 (1) ◽  
pp. 107
Author(s):  
Peter Wekesa Wamalwa ◽  
Edwin Nyongesa Masibo
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
New Developments ◽  
Teacher Education Programme ◽  
Emerging Issues ◽  
Education And Development ◽  
Education And Society ◽  
The Relationship

Teacher education programme is a critical component of education and the life of any society. It normally lays the very foundations of the society. It spurs and pushes the various aspects of development in the society through well-established culture and character of such a society. But for this programme of education to perform this development function efficiently it must be well designed, developed and constantly reformed and modernized so as to keep it abreast with the emerging issues both in education and society. This process is only possible through the conduct of regular studies in education and society to establish new developments and also facilitate the generation of relevant innovations to promote the quality of Teacher education programme. However, there is no evidence that such a process has ever been initiated and conducted in Teacher education programme since the inception of this programme in modern Africa. This paper is designed to explore the importance of Teacher education programme in modern Africa, the relationship between Teacher education programme and development in modern Africa, the roe of this programme in modern Africa, strategies of harnessing the programme for development in modern Africa and the challenges of the programme in modern Africa. This narrative is likely to shade light on the need of Teacher education programme in development in modern Africa and the role of innovative research in this process. Hence, set in motion the desired development in modern Africa.

Examining Experienced S&C Coaches’ Reflections on the Effectiveness of Psychosocial Behaviors in Coaching

2020 ◽  
pp. 1-9
Author(s):  
Christoph Szedlak ◽  
Jo Batey ◽  
Matthew J. Smith ◽  
Matthew Church
Keyword(s):  
Reflective Practice ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Constructivist Learning ◽  
Formal Training ◽  
Semistructured Interview ◽  
Development Programs ◽  
Strength And Conditioning ◽  
Holistic Development ◽  
Coach Development

This study aimed to examine elite, experienced strength and conditioning (S&C) coaches’ reflections on the effectiveness of psychosocial behaviors in S&C coaching. In particular, this study aimed to explore which psychosocial behaviors are essential, the process of how these might influence coaching practice, and how the development of psychosocial behaviors should be encouraged. Eight elite, experienced S&C coaches were recruited and partook in a semistructured interview. Using a reflexive thematic analysis, six themes were identified: understanding athlete’s needs, communicating effectively, caring and connecting with the athlete, practicing what you preach, the importance of reflective practice, and the contribution of formal training. The findings of this study enhance the literature by highlighting that elite, experienced S&C coaches perceive psychosocial behaviors to be essential in effective S&C coaching practice. In particular, the findings describe the processes of how identified psychosocial behaviors might positively influence athlete development by enhancing motivation, buy-in, and autonomy. In addition, the authors’ results suggest that current S&C coach development programs are limited in facilitating the learning of psychosocial behaviors. Thus, their findings strengthen the call for S&C coach educators to utilize constructivist learning strategies including facilitated reflection to encourage the development of essential psychosocial behaviors that contribute to the holistic development of the athlete.

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