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|Title:||Mapping the Design Space for Teacher Learning Through Reflection|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Clarke, S., Gates, Z., Foster, M., & S, S. (2020). Mapping the Design Space for Teacher Learning Through Reflection. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2293-2296). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Reflection has long been considered a core practice of teaching and the continuous professional learning of teachers (Dewey, 1910; Schön, 1983). It is often one of the central features of pre-service and in-service teacher development, and considered the everyday practice of teaching. While reflection is considered a good rule of thumb for teacher learning, there have been few empirical studies that seek to connect the process of reflection to changes in teachers’ knowledge, beliefs, and practices. We report on preliminary findings of a systematic review of the literature on teachers’ video reflection. We use these findings to map the design space for learning through reflection and learning technologies that can support this process.|
|Appears in Collections:||ICLS 2020|
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