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Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching
ARTICLE

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TATE Volume 37, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study incorporated multiple methods of analysis to explore the productivity of future teachers' reflections after viewing animations as representations of algebra instruction. Two groups of future teachers posted their reflections on an asynchronous, electronic discussion board with no instructor scaffolding. The productivity of the reflections varied depending on whether their content, connectedness, or complexity was considered. This highlights the need to consider reflection as a multidimensional construct. The role of teacher educators and the benefits of using animations to facilitate productive reflection by future teachers are considered. In addition, the studying and reporting of reflection data are also discussed.

Citation

Moore-Russo, D.A. & Wilsey, J.N. (2014). Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 76-90. Elsevier Ltd. Retrieved June 2, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.10.002

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