Add to ORKGThis chapter discusses the apparent tension between science and reflective practice. The tension occurs when a scientist embarks on a training programme, or engages in professional development, in which reflective practice is an inherent part. We offer a new model of reflective practice referred to as Situated Reflective Practice (SRP) along with a range of strategies that assist reflective practice in groups
It is widely accepted that reflective teaching in its purely cognitive and introspective sense canno...
Today, there is a strong agreement among science educators that science instruction should facilitat...
The role of teachers is to lead individual students to step in their right direction. Thus, teachers...
© Springer International Publishing AG 2017. Informal science educators must understand the ramifica...
Overview: Research in higher education has shown a link between an instructor’s reflective practice ...
The present study explores the potential of reflective practice in supporting pre-service teachers’ ...
This paper presents the role of self- and peer- reflection for professional development in primary s...
This chapter outlines a self-study project I engaged in to examine and subsequently improve my teach...
The conceptions of reflective practice in education have their roots at least partly in the work of ...
Why engage in reflective practice? As teachers we have enough to do cr4eating resources and assessm...
A case is made that professional development activities in science, when designed as generic program...
This paper presents a new lens for analyzing written reflections on the teaching experiences of pre-...
This paper traces the development over several years of an initiative involving student journals tha...
This study explores the formative basis of the professional reflective practice of in-service scienc...
Being one of the most popular theories of professional knowledge in the last 30 years, reflective pr...
It is widely accepted that reflective teaching in its purely cognitive and introspective sense canno...
Today, there is a strong agreement among science educators that science instruction should facilitat...
The role of teachers is to lead individual students to step in their right direction. Thus, teachers...
© Springer International Publishing AG 2017. Informal science educators must understand the ramifica...
Overview: Research in higher education has shown a link between an instructor’s reflective practice ...
The present study explores the potential of reflective practice in supporting pre-service teachers’ ...
This paper presents the role of self- and peer- reflection for professional development in primary s...
This chapter outlines a self-study project I engaged in to examine and subsequently improve my teach...
The conceptions of reflective practice in education have their roots at least partly in the work of ...
Why engage in reflective practice? As teachers we have enough to do cr4eating resources and assessm...
A case is made that professional development activities in science, when designed as generic program...
This paper presents a new lens for analyzing written reflections on the teaching experiences of pre-...
This paper traces the development over several years of an initiative involving student journals tha...
This study explores the formative basis of the professional reflective practice of in-service scienc...
Being one of the most popular theories of professional knowledge in the last 30 years, reflective pr...
It is widely accepted that reflective teaching in its purely cognitive and introspective sense canno...
Today, there is a strong agreement among science educators that science instruction should facilitat...
The role of teachers is to lead individual students to step in their right direction. Thus, teachers...