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Teachers and Curriculum, v13 p97-104 2013

Teachers changing class levels is common practice in many New Zealand primary schools; however, it is not always seen as a platform for shaping pedagogies. In order to manage the change to a new class level teachers are compelled to reflect on many of their established practices. Engaging in this reflection can help teachers to see their practice "in a new light" (Brookfield, 1995, p. 30) and provide them with a platform to shape their pedagogy. This article reports on the findings of a study that focused on the experiences of four teachers who each changed class levels. It illustrates how these teachers engaged in critical reflection on their practice and pedagogy as they negotiated the change to a new class level. The benefits from teachers engaging in this reflection when they change class levels are outlined, and the importance of being supported through this change is highlighted.

Descriptors: Foreign Countries, Instructional Innovation, Reflection, Transformative Learning, Teaching Experience, Elementary School Teachers, Educational Practices, Semi Structured Interviews, Instructional Improvement, Educational Environment, Classroom Techniques, School Support, Looping (Teachers), Case Studies

Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier[at]waikato.ac.nz; Web site: http://tandc.ac.nz/tandc

Autor: Carlyon, Tracey

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=231&id=EJ1122012

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