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Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers./
作者:	Higdon, Robbie L.
面頁冊數:	1 online resource (170 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369888003

Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers.
Higdon, Robbie L.

Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers. - 1 online resource (170 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--Clemson University, 2017.

Includes bibliographical references

The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369888003Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers.
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245 1 0 $a Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Michelle P. Cook.
502 $a Thesis (Ph.D.)--Clemson University, 2017.
504 $a Includes bibliographical references
520 $a The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983).
520 $a In this multi-case study, two middle school science teachers who were engaged within a sustained professional development initiative participated in a series of one-on-one reflective dialogues regarding the decisions they made about the utilization of inquiry-based instruction. In addition, these teachers were asked to reflect upon the criteria used to determine how and when to implement these inquiry-based practices. These reflective dialogue sessions provided the opportunity to observe teacher conceptions and stimulate teacher cognitive dissonance about instructional practice. Qualitative analysis of data collected from these reflective dialogues along with informal and formal classroom observations of instructional practice uncovered diverse perceptions regarding the implementation of inquiry-based methods into present teaching practice. The use of reflective dialogue within the existing structure of the professional development initiative allowed for the facilitators of the professional development initiative to tailor ongoing support and their effective implementation of inquiry-based instruction. Additional research is needed to investigate the impact of reflective dialogue in achieving accommodation of new concepts leading to lasting conceptual change about inquiry-based instruction.
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