抄録
This paper examines the experience of an action research 'Study Day' to investigate development of a culture of reflective practice among educators. Shared recognition of the importance of reflective practice in education is now a well-established part of both pre-service preparation and in-service work experience for educators. Osterman and Kottkamp defined reflective practice as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development. Schon discussed the psychological and epistemological contours of the conscious awareness required for reflective practice. In his view, reflective practice is a dialog of thinking and doing through which one becomes more skillful. In Noffke's framework of action research, professional development represents a branch of the action research family tree that is intrinsically connected with reflective practice. Somekh asserted that, since the major aim of action research is to develop the practical wisdom or situational understanding of the practitioner, it constitutes a powerful means of professional development.
| 元の言語 | English |
|---|---|
| ページ（範囲） | 251-269 |
| ページ数 | 19 |
| ジャーナル | Educational Action Research |
| 巻 | 22 |
| 発行部数 | 2 |
| DOI | |
| 出版物ステータス | Published - 2014 |
| 外部発表 | Yes |
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ASJC Scopus subject areas
- Education
これを引用
Reflective practice and motion sickness : thoughts on the first North American Action Research Study Day. / Rowell, Lonnie; Inoue, Noriyuki; Getz, Cheryl.
：: Educational Action Research, 巻 22, 番号 2, 2014, p. 251-269.研究成果: Article
}
TY - JOUR
T1 - Reflective practice and motion sickness
T2 - thoughts on the first North American Action Research Study Day
AU - Rowell, Lonnie
AU - Inoue, Noriyuki
AU - Getz, Cheryl
PY - 2014
Y1 - 2014
N2 - This paper examines the experience of an action research 'Study Day' to investigate development of a culture of reflective practice among educators. Shared recognition of the importance of reflective practice in education is now a well-established part of both pre-service preparation and in-service work experience for educators. Osterman and Kottkamp defined reflective practice as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development. Schon discussed the psychological and epistemological contours of the conscious awareness required for reflective practice. In his view, reflective practice is a dialog of thinking and doing through which one becomes more skillful. In Noffke's framework of action research, professional development represents a branch of the action research family tree that is intrinsically connected with reflective practice. Somekh asserted that, since the major aim of action research is to develop the practical wisdom or situational understanding of the practitioner, it constitutes a powerful means of professional development.
AB - This paper examines the experience of an action research 'Study Day' to investigate development of a culture of reflective practice among educators. Shared recognition of the importance of reflective practice in education is now a well-established part of both pre-service preparation and in-service work experience for educators. Osterman and Kottkamp defined reflective practice as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development. Schon discussed the psychological and epistemological contours of the conscious awareness required for reflective practice. In his view, reflective practice is a dialog of thinking and doing through which one becomes more skillful. In Noffke's framework of action research, professional development represents a branch of the action research family tree that is intrinsically connected with reflective practice. Somekh asserted that, since the major aim of action research is to develop the practical wisdom or situational understanding of the practitioner, it constitutes a powerful means of professional development.
KW - action research
KW - professional development
KW - reflective practice
UR - http://www.scopus.com/inward/record.url?scp=84899944235&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84899944235&partnerID=8YFLogxK
U2 - 10.1080/09650792.2013.859090
DO - 10.1080/09650792.2013.859090
M3 - Article
AN - SCOPUS:84899944235
VL - 22
SP - 251
EP - 269
JO - Educational Action Research
JF - Educational Action Research
SN - 0965-0792
IS - 2
ER -