School Contexts That Encourage Reflection [microform] : Teachers' Perceptions / Mary Lou Veal and Others.
This study, part of a larger research effort, focuses attention on the relationship between school context and the process of learning to teach reflectively. It is noted that it requires leadership within the schools to nurture reflection and to encourage the development of more sophisticated forms...
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| Format: | Microfilm Book |
| Language: | English |
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1988.
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| Summary: | This study, part of a larger research effort, focuses attention on the relationship between school context and the process of learning to teach reflectively. It is noted that it requires leadership within the schools to nurture reflection and to encourage the development of more sophisticated forms of reflection as teachers acquire knowledge. Contexts which encourage reflective practice are those in which relevant information to inform reflection is available, and in which structures exist that allow for the exchange of such information. This project explores the possibility of schools' nurturing reflective practice among novice and experienced teachers as well as administrators. The study is based on interviews with 75 teachers on their perceptions of themselves and in interactions with others in their school setting, and describes how teachers perceive dimensions of school context, focusing mainly on the qualities of leadership in the school. Data from the study support the need for reflective problem solving on the part of teachers and provide a glimpse of those school structures that might enable teachers to think together and more effectively. (JD) |
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| Item Description: | Sponsoring Agency: Danforth Foundation, St. Louis, MO. ERIC Note: Paper presented at the Florida Conference on Reflective Inquiry: Contexts and Assessments (Orlando, FL, October 20-22, 1988). ERIC Document Number: ED307269. |
| Physical Description: | 33 pages |
| Reproduction Note: | Microfiche. |
| Action Note: | committed to retain |