Using a meta-analysis activity to make critical reflection explicit in teacher education |
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Authors: | M Watts M Lawson |
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Institution: | University of Cumbria, Bowerham Road, LA1 3JD, Lancaster, United Kingdom |
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Abstract: | This paper describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education programme. Using a rubric presented by Ward and McCotter, (2004) and supported by an online discussion forum, the rubric was used in a meta-analysis activity where students identified the quality of critical reflection in their lesson evaluations. The evidence suggests that the activity can result in a qualitative improvement in the nature of critical reflection. The intervention also appeared to generate a growing acknowledgement by students that writing lesson evaluations, is a valuable process which can enhance their practice. |
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Keywords: | Teacher education Teacher reflection Self-directed improvement |
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