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The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues


Wolfensberger, B; Piniel, J; Canella, C; Kyburz-Graber, R (2010). The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues. Teaching and Teacher Education, 26(3):714-721.

Abstract

The purpose of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analysing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers’ journeys through the project are reconstructed and characterised. We posit that each teacher benefited from the project according to his or her individual situation, needs and learning style. A number of modifications to the project design are proposed and can be summarised by the idea of assisting teachers more closely and more individually as they pass through the
reflective teaching process.

Abstract

The purpose of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analysing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers’ journeys through the project are reconstructed and characterised. We posit that each teacher benefited from the project according to his or her individual situation, needs and learning style. A number of modifications to the project design are proposed and can be summarised by the idea of assisting teachers more closely and more individually as they pass through the
reflective teaching process.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:April 2010
Deposited On:21 Oct 2009 12:11
Last Modified:05 Apr 2016 13:22
Publisher:Elsevier
ISSN:0742-051X
Funders:Swiss National Science Foundation (SNSF)
Publisher DOI:https://doi.org/10.1016/j.tate.2009.10.007

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