"Teacher reflection" refers to a process where educators take time to think back and analyze their teaching practices, experiences, and outcomes. They reflect on what worked well and what could be improved, helping them grow and become better teachers.
Full definition
So how do we recognize quality assessment as it is being lived out in classroom spaces, and how can leaders support
teacher reflection on assessment practices?
I think that the problem
of teacher reflection is that, every day, the minds of teachers are filled with processes to carry out and tasks to accomplish.
To what extent
did teacher reflections explain how lessons were implemented and why student learning did or did not occur?
This model engages teachers of varying experiences, grade levels, and content areas in meaningful discussions that promote
increased teacher reflection and refinement in practice.
Coaching was intended to extend professional development and increase teacher capacity through multiple layers of support that included lesson demonstrations, observations with feedback, and
guided teacher reflection and goal setting.
Various data collection tools focusing on research - based teaching strategies have been developed in order to assist principals and peers in collecting data
for teacher reflection and joint analysis.
Data collected from the interviews, surveys, videotapes, and online transcripts were analyzed to explore the effectiveness of the three technology tools for eliciting and encouraging
beginning teacher reflection leading to improvement of teaching practice.
They will share observation rubrics that will be used as
teacher reflection tools and measure academic rigor of content in the arts and the integrated subjects.
Incorporating these changes in the informal reflection assignment would provide a rich opportunity for additional exploration of audience and technology use in preservice
English teacher reflection.
For example, Sherin and van Es (2005) described two studies demonstrating how sharing videos from various lessons among in - service and preservice teachers and analyzing video using support tools can significantly
influence teacher reflections and interpretations.
These
ongoing teacher reflections provide insight into both individual teachers» perceptions as each project progresses as well as insight into teachers» perceptions within and across AL projects.
It is, therefore, essential to
unpack teacher reflection through tools that complement and in some ways are derived from the teaching practice.
Portfolio development has received some attention as a possible tool for beginning
teacher reflection during their induction programs (Perez, Swain, & Hartsough, 1997) and has been mentioned as way to ensure competency in teaching (Reynolds, 1995).
This learning - measurement tool is best used by educators wishing to take a deep dive, through classroom observation, into how instructional practice influences student understanding.2 It connects students to learning outcomes and
empowers teacher reflection, which leads to well - informed practice.
Although learning technology does not inherently change teaching, instructors or facilitators can use technology to
leverage teacher reflection that may possibly lead to reform over time.
Three novice teachers at Cornerstone Academy exemplified the challenges associated with
new teacher reflection and self - assessment.
Our data set includes many elements such as field notes, e-mails, sidebar conversations, meeting notes,
teacher reflection forms, evaluation and teacher lesson plans.
The integration of technology into reflective practice encourages teacher educators to consider the use of different forms of technology in
preservice teacher reflection.
Learning more about the BETTER Learning Model and how you can use
teacher reflection surveys to improve your practice and move from BORING to BETTER.
This study was designed to explore technology as a tool for eliciting and encouraging
beginning teacher reflection, in an attempt to address what technologies could be used and under what conditions they can be used effectively.
Placing technologies in preservice
English teacher reflection: Connecting reflective practice and technological pedagogical content knowledge.
Portfolios provide an opportunity
for teacher reflection to clarify and refine ideas about teaching over time (Borko, Michalec, Timmons & Siddle, 1997; Lyons, 1998).
An online form could clarify and streamline classroom walkthroughs by focusing on a summary, specific and targeted feedback,
teacher reflection / action plans, and adding multimedia.
The leadership team at CPAHS has worked in collaboration with WSU academics to develop
a teacher reflection tool using the REAL framework to gain insight into teachers» engagement, progress and challenges throughout the implementation of each project.
The school leadership team has worked closely with WSU academics to develop a set of evaluation tools based on the principles of evaluative thinking which includes focus groups, surveys, work sample analysis,
teacher reflections, photo voice and photo elicitation, interviews and video analysis.
In line with the MET report, I think some kind of triangulation of qualitative and quantitative data that utilizes student feedback (with
teacher reflection), teacher and / or Professional Learning Community evidence of student learning and growth (with teacher reflection), and supervisor feedback from classroom observations (with teacher reflection) would help to provide a balanced and multi-dimensional approach for more intentionally and comprehensively understanding teaching and learning.
Illustrate Reggio - inspired principles and approaches via quotes, photos, student and
teacher reflections, and examples of student work
Tags: checklist, classroom observations, evaluating classroom assessment, quality assessment, questions to ask, teacher reflection
While preservice
teacher reflection should obviously focus on more than issues of and with technology, reflective practice provides a meaningful opportunity for preservice teachers to consider the complexity of technology's place in their future teaching.