Sentences with phrase «preservice teacher reflection»

The interaction of unfamiliar forms of technology and reflective practice, however, is an area that calls for additional study in order to explore the implications for preservice teacher reflection.

The integration of technology into reflective practice, however, encourages teacher educators to consider the role of technology in preservice teacher reflection.

How might the technology medium chosen influence preservice teacher reflection?

In addition to addressing these questions, the data from 344 preservice teacher work samples and 151 preservice teacher reflections were examined through the lens of the National Educational Technology Standards and Performance Indicators for Teachers (ISTE, 2000) and National Educational Technology Standards for Students: The Next Generation (ISTE, 2007).

Each of the 151 preservice teacher reflections was also labeled for the NETS - S and student learning practices it documented.

Preservice teacher reflections were examined for examples of technology use throughout their student teaching field experience, not just during the instruction of the work sample.

Not exact matches

In this study, I examined the experiences of a group of secondary preservice teacher candidates (N = 38) who followed various Twitter hashtags for 1 hour and then reflected upon these experiences in a brief written reflection.

This paper describes an initial investigation using data from a group of preservice and in - service mathematics teachers who interacted by posting their reflections regarding online learning spaces to an asynchronous, electronic discussion board.

Preservice English teachers» concern over the specific length of their reflections illustrates the inflexibility commonly associated with reflective practice.

Topics for reflection are determined by preservice teachers» own interests and experiences.

(Of interest is that a random sampling of the entries written by the preservice English teachers revealed most reflections consisted of 450 to 550 words, with some entries as low as 250 words and some as high as 750 words.)

Videotaping teaching episodes to encourage reflection is not a new practice in preservice teacher education (Lambdin, Duffy, & Moore, 1997; Wedman, Espinosa, & Laffey, 1999).

Doing so, however, may have implications for preservice English teachers» reflection.

With variations on the implementation, teacher educators are incorporating different forms of technology into reflective practice, with implications for both preservice teachers» reflection and their understanding of technology (Germann, Young - Soo, & Patton, 2001; Koszalka, Grabowski, & McCarthy, 2003; Romano & Schwartz, 2005).

Masingila and Doerr argued that this provided impetus for the preservice teachers to reflect on their own practice in light of the reflections of an experienced teacher.

Familiarity with technology may support preservice teachers» engagement with reflective practice, encouraging preservice teachers to focus on the reflection created rather than the form of technology used.

When asked to choose a specific technology medium, a majority of preservice teachers (36 of 58) opted to use a Word document for their informal reflection journal.

Without assigned reflection prompts, preservice teachers can «draw on their practical theory to explore topics and seek understandings that are personally relevant» (Shoffner, 2008, p. 128).

Audience was also an issue influenced by the preservice English teachers» choice of technology medium and one that is addressed in informal reflection through the element of communal interaction.

A second concern was that of appropriate length for the entries, with preservice teachers questioning whether a reflection was «long enough» to meet the professor's expectations.

The majority of preservice teachers — 30 of the 58 — responded with «yes» or «perhaps» when considering how their choice of technology medium influenced their individual reflection.

In reflections upon the fall semester's experience, preservice teachers noted several benefits to the use of Twitter in the course, including support of resource sharing, communication, and connection with educators both inside and outside of the class.

Preservice teachers are often presented with a given structure and specific topics — if not particular font and pagination requirements — when they engage in reflection during teacher preparation (Bodzin & Park, 2002; Francis, 1995; Yost, Sentner, & Forlenza - Bailey, 2000).

Situated in informal reflection (Shoffner, 2008), preservice English teachers» choice of a specific technology medium for reflective practice is examined for satisfaction with their choice and understanding of that medium's influence on their reflection.

On the evaluations, the preservice English teachers were asked to identify the electronic medium used for their informal reflection journal.

Reflection is an accepted component of teacher education, and the integration of reflection and technology offers teacher educators an authentic way in which to engage preservice teachers in reflective practice and technReflection is an accepted component of teacher education, and the integration of reflection and technology offers teacher educators an authentic way in which to engage preservice teachers in reflective practice and technreflection and technology offers teacher educators an authentic way in which to engage preservice teachers in reflective practice and technology use.

Preservice teachers were reminded of the elements of informal reflection when these concerns arose.

The implications of the preservice English teachers» views on technology use for reflection are then explored, with attention to the choice of «easy» forms of technology and the elements of journal length, choice of expression, and audience awareness in reflective practice.

The end - of - semester evaluation asked the preservice English teachers the following question: «Do you feel your choice of technology medium affected your reflection in any way?»

These portfolios encourage preservice teachers to develop robust tools for learning, communication, and reflection to capture the complexities of teaching (Wolf & Dietz, 1998) and to facilitate students» responsibility as active learners in the learning process (Courts & McInerney, 1993).

Informal reflection relies on a more flexible structure to engage preservice English teachers in reflection.

Through informal reflection, this preservice teacher had the freedom to express her nervousness and fear over content knowledge while connecting those emotions to the larger concern of the qualities of an effective teacher.

Hence, multimedia case studies offer a unique opportunity to allow preservice teachers to view classroom activities and gain an understanding into the teacher's thinking through a reflection segment guided by their teacher educator.

Preservice teachers have the chance to develop technological pedagogical content knowledge, in part, through reflection on the elements of and connections between technology, pedagogy and content.

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

How do preservice teachers view the specific technology medium they choose for reflection?

The preservice English teachers were satisfied with their choice of technology medium for reflection, in part, because their choice supported completion of the reflection journal without an additional layer of difficulty.

Masingila and Doerr (2002) found that the nine preservice teachers used the case study teacher's practice to support their analysis and reflection on their own emerging practices.

A multimedia case study can allow preservice teachers to observe and understand these tensions by hearing the teacher's reflections on the lessons, as well as seeing teacher decisions in action during the classroom video segments.

The remaining 20 preservice teachers claimed the medium had no effect on their reflection, responding with either «no» or «not really.»

Similar results were documented in preservice teachers» end - of - program reflections.

A similar process was used to categorize the K - 12 students» use of technology documented in the preservice teachers» work samples and reflections.

Similar differences in the types of technologies used in instruction were found in the data from preservice teachers» reflections.

Both the work samples and preservice teachers» reflections indicated integration of technology skills and knowledge into instructional practice.

This longitudinal 5 - year study examined work samples and reflections of 223 elementary and secondary preservice teachers in a graduate teacher education program.

Similar results were found in the preservice teachers» program reflections.

Each of the 151 reflections was analyzed for the types of technology that preservice teachers reported using with their K - 12 students.

Lack of adequate technology was specifically mentioned in 50 % of the preservice teachers» reflections.

These reflections were collected from 151 preservice teachers in the study.

Many of the preservice teachers» reflections acknowledged the technology operations and concepts they learned during their teacher education program (NETS - T Standard I).