Reflective professional development for teachers

Trabajo de Investigación , 2015 , 70 Páginas

Pedagogía - El profesor / Pedagogo

Education is changing worldwide. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impact of a reflective professional development (PD) in early schoolteachers’ instructional practices.

Teachers were asked to maintain Reflective Portfolios for a period of one month, in which they were supposed to discuss one incident daily, under the light of Gibbs reflective cycle. REPORT rubric based on Danielsons framework of teaching was used to assess the portfolios. The teachers were also analyzed via semi structured interviews using qualitative coding scheme. Case descriptions were written and all the collected data was used to explain the levels of reflection in teachers’ instructional practices.

Inhaltsverzeichnis (Table of Contents)

• Executive Summary
• Chapter 1 Introduction
  • 1.1 Reflective Practices and Continued Professional Development (CPD)
  • 1.2 Research Background or Rationale
  • 1.3 Research Questions
  • 1.4 Research Aim and Objectives
  • 1.5 Significance of Study
  • 1.6 Study Design
• Chapter 2 Literature Review
  • 2.1 What is Reflection and reflective Practices?
  • 2.2 Teachers as Reflective Practitioners
  • 2.3 Critiques Of Reflection
  • 2.4 Justification Of The Research Topic
  • 2.5 Significance Of Study In Pakistan
  • 2.6 What Are Effective Teaching Portfolios?
  • 2.7 Tools of Reflection- Portfolios
    • 2.7.1 Observation
    • 2.7.2 Interviews
  • 2.8 Portfolios
  • 2.9 Level Of Reflection- Van Manen Model
  • 2.10 Different Models of Reflection- Gibbs Reflective Cycle
  • 2.11 Reflective Practices And Continuing Professional Development (CPD)
  • 2.12 Reflection And Other Factors- (Motivation, Time Management, Perception)
  • 2.13 Reflection and Charliotte Danielson’s Framework for Teaching
    • 2.13.1 Planning and Preparation
    • 2.13.2 The Class room Environment
    • 2.13.3 Instruction
    • 2.13.4 Professional Responsibilities

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This mixed-methods multiple-case study aims to investigate the impact of reflective professional development (PD) on early school teachers’ instructional practices in Pakistan. The study examines how reflective portfolios, using Gibbs' reflective cycle, influence teachers' levels of reflection and their overall professional development. The study also explores the relationship between increased reflection and student learning outcomes.

• The impact of reflective professional development on teachers’ instructional practices
• The influence of reflective portfolios on teachers’ levels of reflection
• The relationship between reflective practice and teachers’ professional development
• The connection between increased reflection and student learning outcomes
• The challenges and opportunities of implementing reflective practices in Pakistan's education system

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 introduces the research context, outlining the challenges facing Pakistan's education system, particularly in terms of teacher training. It emphasizes the need for reflective practice to address these challenges. The chapter also defines the research aim, objectives, and significance of the study.

Chapter 2 provides a comprehensive literature review on reflection, reflective practices, and their importance in teacher education. It explores different models of reflection, including Gibbs' reflective cycle, and discusses the role of portfolios as tools for reflection and professional development. The chapter also examines the factors that can influence teachers' reflective practice, such as motivation, time management, and prior beliefs.

Schlüsselwörter (Keywords)

Reflective practice, teacher education, professional development, reflective portfolios, Gibbs' reflective cycle, instructional practices, student learning, Pakistan education system.

• Autor: Anthony Khaemba (Autor)
• Año de publicación: 2015
• Páginas: 70
• No. de catálogo: V309657
• ISBN (Ebook): 9783668080829
• ISBN (Libro): 9783668080836
• Idioma: Inglés
• Etiqueta: reflective professional development, Danielson, gibbs