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Reflective Thinking: A Tool for Professional Development in Educational Practice.

机译：反思性思维：教育实践中专业发展的工具。

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摘要

If practicing teachers are expected to be reflective practitioners, as teacher standards require, they must understand what reflection means. The problem addressed in this research study concerns the confusion about the meaning of the term reflection in education. The purpose of the study was to develop substantive theory about the relationship between teachers' reflective thinking and the development of their reflective practices. Foundational literature of the reflective thinking theory of Dewey, Schon, Zeichner and Liston, Brookfield, Mezirow, and Kegan was used in this study. Through an inductive constructivist methodology based in Glaserian grounded theory, the question of how practicing teachers describe reflection, use elements of reflective thinking, and apply these elements in their practice situations was investigated. Responses were developed to 5 subordinate questions that inquired through personal interviews with 15 teacher participants about (a) their descriptions or definitions, (b) their activities, (c) their uses, (d) their purposes, and (e) their application strategies of reflective thinking. Through constant comparison analysis of data, a definition of reflective thinking, including the elements of reflection, and three descriptors to the definition emerged from consideration of the data. A substantive theory resulted that those participants who accessed their capacity to engage the full complexity of the reflective thinking process showed considerable growth toward the development of reflective teaching practice. Implications for social change include a foundational vision and mission for learner-centered graduate education and professional development in which teachers learn to use reflective thinking to guide and direct their own professional development so that they may serve their own learning needs in order to serve the varied needs of their students.
机译：如果期望实习教师按照教师标准的要求成为反思型从业者，则他们必须了解反思的含义。这项研究中解决的问题涉及对“反射”一词在教育中的含义的混淆。该研究的目的是发展关于教师反思性思维与其反思性实践发展之间关系的实质性理论。在本研究中使用了杜威，舍恩，蔡希纳和利斯顿，布鲁克菲尔德，梅兹罗和凯根的反思性思维理论的基础文献。通过基于格拉塞里亚扎根理论的归纳建构主义方法论，研究了实践教师如何描述反思，如何运用反思性思维的要素以及如何将这些要素应用于实际情况的问题。通过对15位教师参与者的个人访谈，对以下5个从属问题进行了回答：（a）他们的描述或定义，（b）他们的活动，（c）他们的用途，（d）他们的目的和（e）他们的应用策略反思性思维。通过对数据的不断比较分析，从数据的考虑中得出了反思性思维的定义，包括反思的要素，以及对该定义的三个描述符。实质性理论得出的结论是，那些能够充分发挥反思性思维过程的复杂性的参与者显示出在反思性教学实践发展方面的可观增长。对社会变革的影响包括以学习者为中心的研究生教育和专业发展的基本构想和使命，其中教师学习使用反思性思维来指导和指导自己的专业发展，以便他们可以满足自己的学习需求，从而满足各种需求学生的需求。

著录项

  • 作者

    Josten, Monica L.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Teacher education.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 371 p.
  • 总页数 371
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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