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Title: Insights Into Teacher Reflective Practice During Planning
Authors: Dianovsky, Michael T.
Wink, Donald J.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Dianovsky, M. T. & Wink, D. J. (2014). Insights Into Teacher Reflective Practice During Planning. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 816-822.
Abstract: This study was designed to get an insight into the reflective nature of teacher planning. Specifically, we looked at what external and internal resources do teachers draw on in their reflections during the action of planning. Two cases of experienced urban high school chemistry teachers planning instruction for a similar set of chemistry topics were used in this study. The types of data used in this study included think-alouds, interviews, classroom observations, and artifact collection. The findings analysis of the two cases that both teachers used a variety of external and internal resources during their planning. The teachers' use of resources was associated with indications of reflection. The type of resources that a teacher used influenced the type of reflection the teacher would make. In order for reflection to occur, the resource had to have meaning to the teacher.
Appears in Collections:ICLS2014

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