NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1211717
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-688X
Interruptions: Reflecting-in-Action in Preservice Math Methods Courses
Furman, Cara E.; Larsen, Shannon M.
New Educator, v15 n2 p101-115 2019
This article responds to what seems a nearly ubiquitous call for teachers to be reflective practitioners. Despite near consensus that self-reflection benefits the classroom teacher, teachers struggle to apply this work to daily life in the classroom. Specifically, using Donald Schön's terminology, we find that successful teachers must reflect-in-action. We build on research that self-reflection must be built into preservice education and applied directly to courses that involve methods. Drawing on a qualitative study of two math methods courses for preservice teachers, we argue that a method of teacher development we have named "interruptions" helps to promote reflection-in-action.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A