國立虎尾科技大學 |

Reflection after teaching a lesson : = Experiences of secondary school science teachers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Reflection after teaching a lesson :/
Reminder of title:	Experiences of secondary school science teachers.
Author:	Halstead, Melissa A.
Description:	1 online resource (170 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9781369703993

Reflection after teaching a lesson : = Experiences of secondary school science teachers.
Halstead, Melissa A.

Reflection after teaching a lesson :Experiences of secondary school science teachers. - 1 online resource (170 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the reflective experiences of secondary science educators after teaching a single or several lessons. The collection of data consisted of interviews from a group of purposefully selected secondary science teachers who met the criteria set forth by the researcher. Through a qualitative analysis of interviews and field notes, the researcher determined that the secondary science teachers in this study shared similar as well as different experiences regarding collaborative and individual reflection after teaching a single or several lessons. The findings from this study also suggested that secondary science educators prefer to collaboratively reflect and then reflect alone to allow for further thought. Additionally, a supportive school culture increases the secondary science teacher's desire to engage in collaborative as well as individual reflection. The information from this study could be used to close the gaps that exist in the teacher professional development programs.

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

Mode of access: World Wide Web

ISBN: 9781369703993Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Reflection after teaching a lesson : = Experiences of secondary school science teachers.
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100 1 $a Halstead, Melissa A. $3 1180690
245 1 0 $a Reflection after teaching a lesson : $b Experiences of secondary school science teachers.
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300 $a 1 online resource (170 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: William Wold.
502 $a Thesis (Ph.D.) $c Capella University $d 2017.
504 $a Includes bibliographical references
520 $a Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the reflective experiences of secondary science educators after teaching a single or several lessons. The collection of data consisted of interviews from a group of purposefully selected secondary science teachers who met the criteria set forth by the researcher. Through a qualitative analysis of interviews and field notes, the researcher determined that the secondary science teachers in this study shared similar as well as different experiences regarding collaborative and individual reflection after teaching a single or several lessons. The findings from this study also suggested that secondary science educators prefer to collaboratively reflect and then reflect alone to allow for further thought. Additionally, a supportive school culture increases the secondary science teacher's desire to engage in collaborative as well as individual reflection. The information from this study could be used to close the gaps that exist in the teacher professional development programs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Science education. $3 1151737
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Capella University. $b School of Education. $3 1179598
773 0 $t Dissertation Abstracts International $g 78-09A(E).
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