Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2841
Title: Facilitation of reform based teacher identity development in pre-service teachers using post-activity reflection debriefs
Authors: Occhino, Michael
Luehmann, April Lynn
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Occhino, M. & Luehmann, A. L. (2010). Facilitation of reform based teacher identity development in pre-service teachers using post-activity reflection debriefs. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 332-333). Chicago IL: International Society of the Learning Sciences.
Abstract: An exploratory case study approach was used to study twenty pre-service secondary science teachers to learn: What impact does post-activity reflection debriefs have on teacher identity development as a reform-minded science teacher? Analysis of debrief video and audio recordings revealed that debriefs provide opportunities for pre-service teachers to wrestle with issues related to practice and the struggle to enact the reform-based practices that they are learning about and believe they should implement.
URI: https://doi.dx.org/10.22318/icls2010.2.332
https://repository.isls.org//handle/1/2841
Appears in Collections:ICLS 2010

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