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The role of reflection: Preschool teachers' use of reflective thinking to translate higher education learning into teaching practice.

机译：反思的作用：学龄前教师使用反思性思维将高等教育学习转化为教学实践。

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摘要

Use of reflection in developing quality teaching skills needs to be examined more closely in the context of early childhood education. Previous research has led to conclusions that greater education equals higher teacher quality, but education may not be the primary predictor of high-quality early education teachers, who as adult learners apply reflective, creative, and transformational thinking as mechanisms to engage with their own learning. It is not known how preschool teachers use reflection in the development of their teaching practices. Quality teachers and teacher preparation are as important in early childhood education as in K-12 education, but there are no consistent standards for preparation of early education teachers. A growing body of literature shows the benefits of early education, but there needs to be greater clarity about teacher quality. This study contributes to the current discussion in this area and addresses the connection between higher level thinking skills and the ability to reflect on professional practice. The purpose of the study was to explore reflective thinking, provide standards for validity of the data, and make recommendations for both practice and future study. The research objectives focused on the role played by reflection as early education teachers develop teaching skills, and relationships between self-reported reflection and teacher quality. Sub-objectives included institutional and social factors, types of preparation programs associated with reported use of reflection, and demographic variables. A mixed methods approach was used to collect qualitative and quantitative data and design a case study exploratory in nature; examining the results of the research questions and discovering themes, constructs, and patterns recommended for future research. One third (31%) of early education teachers sampled do use reflective practices that have translated from reflective learning. Another 31% of participants reported they do not use reflective practices; and 38% do not feel confident in their use of reflection. Relationships were established between reflective practice and teacher quality, institutional and social factors, and methods and mechanisms to help early educators emerge as teacher-practitioners. Development of professional opportunities and ongoing research is indicated in this study.
机译：在幼儿教育的背景下，需要更加仔细地研究使用反思来发展高质量的教学技能。先前的研究得出的结论是，更高的教育等于更高的老师素质，但是教育可能不是高质量的早期教育老师的主要预测者，他们作为成人学习者，运用反思性，创造性和变革性思维作为参与自身学习的机制。 。尚不知道学龄前教师如何在教学实践的发展中运用反思。在幼儿教育中，优质的教师和教师准备与在K-12教育中一样重要，但是对于幼儿教师的准备并没有统一的标准。越来越多的文学作品显示了早期教育的好处，但是需要对教师的素质有更清晰的认识。这项研究为该领域的当前讨论做出了贡献，并探讨了高级思考技能与反思专业实践能力之间的联系。该研究的目的是探索反思性思维，为数据的有效性提供标准，并为实践和未来研究提供建议。研究目标集中于反思在早期教师发展教学技能中所扮演的角色，以及自我报告的反思与教师素质之间的关系。分目标包括体制和社会因素，与报告的反射使用相关的准备项目类型以及人口统计变量。混合方法被用来收集定性和定量数据，并设计了一个探索性的案例研究。检查研究问题的结果，并发现建议用于未来研究的主题，结构和模式。抽样的早期教育教师中有三分之一（31％）的确使用了反思性实践，而反思性实践是从反思性学习中学到的。另有31％的参与者报告他们没有使用反思性实践； 38％的人对使用反射感到不自信。建立了反思性实践与教师素质，体制和社会因素之间的关系，以及帮助早期教育者脱颖而出的方法和机制。这项研究表明了专业机会的发展和正在进行的研究。

著录项

  • 作者

    Stewart, Karen Elaine.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Early Childhood.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 223 p.
  • 总页数 223
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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