Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching |
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| Institution: | 1. School of Computer Science & Engineering, South China University of Technology, Guangzhou 510006, China;2. IRCCyN Lab, University of Nantes, BP 50609 44306 Nantes Cedex 3, France;1. Purdue University, USA;2. The Ohio State University, USA;3. Indiana University, USA;1. Department of Educational Studies, Ghent University, Henri Dunantlaan 2, B-9000, Ghent, Belgium;2. Department of Teacher Education, Vrije Universiteit Brussel, Pleinlaan 2, B-1050, Brussels, Belgium;3. Department of Educational Sciences, University of Antwerp, Gratiekapelstraat 10, B-2000, Antwerp, Belgium;4. Department of Educational Sciences, University of Antwerp, Sint-Jacobstraat 2 - 4, B-2000, Antwerp, Belgium |
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| Abstract: | This study incorporated multiple methods of analysis to explore the productivity of future teachers' reflections after viewing animations as representations of algebra instruction. Two groups of future teachers posted their reflections on an asynchronous, electronic discussion board with no instructor scaffolding. The productivity of the reflections varied depending on whether their content, connectedness, or complexity was considered. This highlights the need to consider reflection as a multidimensional construct. The role of teacher educators and the benefits of using animations to facilitate productive reflection by future teachers are considered. In addition, the studying and reporting of reflection data are also discussed. |
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| Keywords: | Future teachers Reflection Representations of teaching Teacher education |
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