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https://www.amazon.com/Reflective-Teaching-Professional-Artistry-Through/dp/0130258466
Because this is a very sophisticated and challenging approach to reflective teaching, each form of inquiry is carefully introduced through the use of an illustrative vignette, a concise explanation, a set of guiding questions, and an experienced teacher narrative. This four-part strategy, which has been field-tested with a voluntary group of ...Cited by: 79
https://www.scribd.com/document/275180792/reflection-in-action-teaching-strategies-pdf
These reflection-in-action teaching skills aligned with the literature by stating how the strategies support the learning processes of faculty and students. When engaged in the four reflective strategies, the participants described being able to evaluate their own teaching with an inquiryoriented attitude, adjust practice for improvement, and model reflective practices while explaining why they are making …
https://files.eric.ed.gov/fulltext/EJ901291.pdf
education. Reflection-in-action as identified by Schön (1983/1987), however, highlights an appreciation and understanding of the awareness of in-the-moment tacit choices that are so important to the artistry of teaching. Schön (1983) writes “reflection-in-action…is central to the art through …
https://readingrecovery.clemson.edu/literacy-coaching/suggested-readings-reflection-section/
Schön, D.A., (1987). Chapter Two: Teaching Artistry Through Reflection-in-Action in Educating the Reflective Practitioner.
https://graysreadinggroup.wordpress.com/2012/12/18/the-reflective-practitioner-by-donald-schon/
Dec 18, 2012 · For Schön, reflection-in-action was the core of ‘professional artistry’ – a concept contrasted with the ‘technical-rationality’ demanded by the (still dominant) paradigm where by problems are solvable through the rigorous application of science. What Schön says is not anything entirely new.
https://files.eric.ed.gov/fulltext/EJ1210149.pdf
1. To study the practices of student teachers to involve reflection-in-action during teaching practicum. 2. To study the role of reflectionin-action to identify and rectify professional - mistakes during teaching practicum. 3. To study the perceptions of student teachers about reflection-in-action and what they practically do during practicum.
https://uk.sagepub.com/sites/default/files/upm-binaries/59229_Sellars.pdf
However, the notion of reflection-in-action requires that teachers have some appropriate, relevant experience upon which to draw and that they have reached a level of teacher competence from which they can reflect and act simultaneously (Hatton and Smith, 1995). This observation, in turn, suggests
https://edfd459learningspace.wordpress.com/tag/reflection-in-action/
After reading the excerpt from Schön’s article Teaching artistry through reflection-in-action (1987), I found myself using reflection-on-action to identify if, when and how I used reflective practice during and after the completion of my e-Presentation.
https://learningonlinealex.wordpress.com/2014/10/07/reflections-in-action-and-on-action/
Oct 07, 2014 · Reflection-in-action refers to the thought process whilst we are working. This is important in all aspects of life. In a teaching environment, we can be implementing a lesson plan, whilst this is being conducted, we reflect on what is going well, if something isn’t working we can identify the problem and alter our lesson to fix the problem.
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