行动反思的概念化：让教师成为合作和集体变革的推动者

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-03 DOI:10.1016/j.tate.2024.104802

Elif Burhan-Horasanlı , Deniz Ortaçtepe Hart

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引用次数: 0

摘要

这项纵向案例研究对教师的 "行动反思"（RFA）（即行动前的主动反思或预期反思）进行了有实证依据的概念化。研究人员通过教师的在线讨论、关键事件叙述、访谈和研究人员的日志收集了图尔基耶五位在职 EFL 教师的数据。研究结果表明，受教师信念和自主性的影响，RFA 是一种个人、协作和集体的实践活动。通过激励、评估和行动的三重循环，RFA 似乎得到了促进，使教师能够发现自己的长处和短处，并制定策略，以更具创造性、创新性和突破性的教学方法挑战规定的制度实践。

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Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation

This longitudinal case study offers an empirically grounded conceptualization of teachers' reflection-for-action (RFA), that is, proactive or anticipatory reflection which occurs before action. Data were collected from five in-service EFL teachers in Türkiye via teachers' online discussions, critical event narratives, interviews, and researchers’ journals. Findings indicated that RFA is an individual, collaborative and a collective practice, influenced by teacher beliefs and autonomy. RFA appears to be facilitated through a triadic cycle of stimulus, evaluation, and action, allowing teachers to identify their strengths and weaknesses and develop strategies to challenge prescribed institutional practices with more creative, innovative, and out-of-the-box teaching methods.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.