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Reflection after teaching a lesson: ...

Halstead, Melissa A.

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Reflection after teaching a lesson: Experiences of secondary school science teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reflection after teaching a lesson: Experiences of secondary school science teachers./
作者:	Halstead, Melissa A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	170 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10268752
ISBN:	9781369703993

Reflection after teaching a lesson: Experiences of secondary school science teachers.
Halstead, Melissa A.

Reflection after teaching a lesson: Experiences of secondary school science teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 170 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the reflective experiences of secondary science educators after teaching a single or several lessons. The collection of data consisted of interviews from a group of purposefully selected secondary science teachers who met the criteria set forth by the researcher. Through a qualitative analysis of interviews and field notes, the researcher determined that the secondary science teachers in this study shared similar as well as different experiences regarding collaborative and individual reflection after teaching a single or several lessons. The findings from this study also suggested that secondary science educators prefer to collaboratively reflect and then reflect alone to allow for further thought. Additionally, a supportive school culture increases the secondary science teacher's desire to engage in collaborative as well as individual reflection. The information from this study could be used to close the gaps that exist in the teacher professional development programs.

ISBN: 9781369703993Subjects--Topical Terms:

684418
Curriculum development.

Reflection after teaching a lesson: Experiences of secondary school science teachers.
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