Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in-action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action. / Ph. D.

Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discussion and analysis. In the thesis the data from five of these sessions is presented as vignettes-these vignettes illustrating the teacher's reflection-in-action process. The analysis focuses on the reflection-in-action for the teacher. The vignettes and accompanying analysis for the basis for an illustrative model of the scope of the teacher' reflection-in-action as she works using process drama. The study addresses the following questions: · How might reflective practice inform my teaching? · How can I as a researcher describe and document my reflection-in-action when working as a teacher in process drama? · What is the scope of my reflection-in-action when working as the teacher in process drama? · How might an increased understanding of reflection-in-action be useful to teachers of process drama? These questions are considered in light of the analysis and literature review. The study concludes that reflective practice is valuable to enable teachers to develop their practice. It recommends that this type of research is beneficial to both develop models of practice and to improve the practice of individual practitioners.

Cette étude propose une approche centrée sur l’activité de l’élève telle que définie et expériencée en cours d’Education Physique et Sportive. Il s’agit d’accéder à ce qui fait sens pour lui/elle lorsque confronté à une situation de résolution de problème, étant entendu que la démarche menée est inductive, participante et internaliste. Le contexte de l’étude se place dans un cycle complet de Course d’Orientation (T = 16h de pratique effective ; 8 séances) mené par un enseignant expert de l’approche réflexive et de l’APSA, auprès d’une classe optionnaire de 19 élèves (âge moyen 17ans ½). Trois études sont menées afin de caractériser le fonctionnement des élèves confrontés à l’épreuve de Baccalauréat et à sa préparation. La première étude porte sur l’analyse de la performance à différents moments du cycle. La seconde étude porte sur les interactions entre profils moteurs, verbaux et réflexifs des élèves à partir des traces écrites de leur activité. La troisième étude s’intéresse, à partir d’un test ante/post cycle inspiré de la théorie des intelligences multiples de Gardner, à cerner l’évolution des capacités déclarées par les élèves. Les résultats montrent que les élèves voient leurs profils évoluer avec une réussite variable au cours du cycle ; ces profils s’expriment en contexte en fonction des situations d’apprentissage, des ressources mobilisées et de l’interprétation des relations carte/milieu naturel. Un suivi de cas permet d’individualiser les résultats qui viennent à la fois questionner la manière dont est abordée l’APSA Course d’Orientation et les stratégies complexes déployées par les élèves / This study focuses on the student’s activity as defined and experienced in Physical Education. The target was to reach what makes sense for him/her when confronted with a problem solving task. The method used an inductive, participative and internalist approach. The study’s context was an optional full learning cycle of Orienteering (T= 16 hours duration; 8 sequences; n = 19 students 17 and half years old) taught by an expert teacher on critical thinking approach and on this sport practice. Three studies are expected to characterize the student functioning when confronted with the Baccalaureat examination and preparation. The first study layed on the analyzis of the performance at different moments of the learning. The second study was on the interactions between student motor, verbal and reflective profiles from the written reports of their activity. The third study was based on the pre/post test inspired from Gardner’ theory of the multiple intelligences: it helped describing the evolution of the declared capabilities of the students. Results showed that student profiles evolve according to a variable success all along the learning cycle; these profiles express within the situated context according to the learning tasks, the mobilized resources and the interpretation of the relationship between the map and the effective natural environment. A case study allowed individualizing the observations so as to question at a time the way Orienteering has to be taught and the complex strategies used by students

A pesquisa acerca dos conhecimentos dos professores representa a identificação e o resgate da base de conhecimento que sustenta a profissão do professor. Consideramos que as contribuições de Shulman são subsídios fundamentais à profissionalização docente, pois atrela os saberes pedagógicos aos específicos através do Conhecimento Pedagógico do Conteúdo, PCK. Nesta investigação analisamos o desenvolvimento do PCK de dois professores que participaram de um processo reflexivo num grupo colaborativo. Tal processo promoveu ações individuais e em grupo na forma de textos escritos e discussões orais. As ações reflexivas no grupo foram realizadas através da observação do vídeo de uma aula, apresentação do processo de análise pelo próprio professor e por um par utilizando o ciclo de Smyth e a análise pelo grupo tanto da discussão da aula como das análises individuais realizadas. A análise dos dados foi baseada no Modelo Hexagonal proposto por Park e Oliver, que apresenta como componentes: i.) Orientações para o Ensino de Ciências; ii.) Conhecimento do Currículo em Ciências; iii.) Conhecimento da Avaliação da Aprendizagem em Ciências; iv.) Conhecimento da Compreensão dos alunos em Ciências; v.) Conhecimento das Estratégias Instrucionais para o Ensino de Ciências e; vi.) Eficácia do professor. Analisamos ainda as intervenções discursivas ocorridas em sala de aula através da ferramenta proposta por Mortimer e Scott. Os professores investigados, a partir do processo reflexivo, tomam consciência de algumas características de suas atuações que não lhe eram transparentes. Essa reflexão atinge um maior nível de aprofundamento com a participação do grupo colaborativo, revelando um processo de desenvolvimento de conhecimento pedagógico do conteúdo de modo semelhante ao proposto pelo modelo de raciocínio pedagógico e ação de Shulman. Dentre os componentes do modelo hexagonal destaca-se a eficácia do professor como um importante aspecto do desenvolvimento do PCK. P1 apresenta uma prática contraditória com suas concepções reveladas em vários dos materiais analisados. Sua eficácia como professor não é boa e, sendo assim está mais propenso a mudanças em sua prática. A professora P2, por sua vez, mostra-se bastante segura e não há dúvidas sobre sua eficácia, embora atue de uma forma totalmente centrada no professor. Embora P2 perceba sua postura e nem sempre concorde com ela, sua eficácia a mantém nesse modelo didático. A eficácia parece assim ser um importante aspecto de desenvolvimento do PCK parecendo atuar como uma força propulsora das mudanças ou das permanências. Nosso trabalho reafirma também a importância da reflexão na formação contínua de professores de forma colaborativa. O processo reflexivo apresentado explicitou o PCK desses professores investigados permitindo que os professores se constituíssem de forma distinta e começassem a buscar novos caminhos em suas ações pedagógicas ou que se percebessem bem da forma que se encontram. / The teacher knowledge research deal with the identification of the base knowledge that supports the profession of teacher. We consider the Shulman contributions\' as fundamental base to the teacher professionalization, it links specific to pedagogical content knowledge, establishing what he calls \"pedagogical content knowledge\" (PCK). In this study we analyze the PCK development of two teachers during a reflective process in a collaborative group. The process promoted individual and group actions by using written texts and oral discussions. The group reflective actions were accomplished through a class video observation, presentation of the analysis process by own teacher and by a colleague using the Smyth cycle. Also were accomplished the group analysis both the class discussion and individual analyses. Data analysis were performed based on the Hexagonal Model proposed by Park e Oliver, which has as components: 1) Orientations to Science Teaching, 2) Science Curriculum Knowledge, 3) Assessment of science learning Knowledge, 4) Knowledge of understanding of students in science, 5) Knowledge of Instructional Strategies and Representations for science teaching, and 6) Teacher efficacy. We also analyze the discoursive interactions occurred in the classroom through the tool proposed by Mortimer and Scott. The investigated teachers, from the reflective process, are awared of some own actions in classroom. The reflection is improved during the collaborative group and reveals a process of PCK development similar to that one proposed by Shulman in the Pedagogical Reasoning and Action Model. Among the hexagonal model components we emphasize the teacher efficacy as an important aspect of the PCK development. P1 shows a contradictory action in classroom revealed through several analysed data. P1 doesn´t have a good efficacy as teacher and so he is more able to look for changes in his practice. On the other hand, P2 is very secure and there is no doubt about her efficacy. Even though she has a teacher-centered action and not always she is confortable with her practice, she doesn´t want to change much in result of her efficacy. So, teacher efficacy seems to be an important aspect of the PCK development acting as a driving force of changes or of permanence. Our work states also the importance of reflection in a collaborative group during in-service education. The reflective process presented could make explicit the teachers\" PCK allowing these teachers a new comprehension of themselves. Also the reflective process shows teachers new ways of acting or it shows they were fine with their actions at classroom.

The phrase "teachable moment" has a taken-for-granted connotation of readiness to learn, but has been rarely defined and researched in the literature of higher education. This study described faculty members' experiences of teachable moments in their undergraduate classrooms. This included the conditions in which they emerge, and the decision-making processes used by faculty members to determine if and how to pursue such moments. If professors have opportunities to clarify their understandings of such moments, the ability to capitalize on otherwise unplanned teaching opportunities may be enhanced. Seventeen experienced social science and humanities faculty members teaching undergraduate classes at a large research university participated in two semi-structured active interviews (Gubrium and Holstein, 2003). The interviews addressed their understandings of, experiences with, and decisions about teachable moments in the classroom. These interviews yielded descriptions of teachable moments as creating a heightened sense of engagement and interaction about a topic of shared interest. Teachable moments fall along a continuum of predictability, with some moments being intentionally designed by the professor and others emerging spontaneously during a class as a result of current events or student comments. When confronted with surprise moments professors consider a complex set of interacting elements to decide whether to pursue or postpone the exploration of the moment. They ask themselves several questions Is there time? How does this fit with goals for the class, course or program? Are the students and I ready to examine this? What impact will this have on classroom dynamics? Does this warrant in-class exploration, or should it be pursued outside of class? The set of considerations can be examined as manifestations of Schon's (1987) theory of reflection-in-action which describes how professionals make decisions in surprise situations when previously effective responses do not work, and more specifically of Steier and Ostrenko's (2000) adaptation of Schon's model, .reflection-in-interaction. Implications for theories and practices of teaching of college teaching as well as for opportunities for faculty development were described.

A pesquisa acerca dos conhecimentos dos professores representa a identificação e o resgate da base de conhecimento que sustenta a profissão do professor. Consideramos que as contribuições de Shulman são subsídios fundamentais à profissionalização docente, pois atrela os saberes pedagógicos aos específicos através do Conhecimento Pedagógico do Conteúdo, PCK. Nesta investigação analisamos o desenvolvimento do PCK de dois professores que participaram de um processo reflexivo num grupo colaborativo. Tal processo promoveu ações individuais e em grupo na forma de textos escritos e discussões orais. As ações reflexivas no grupo foram realizadas através da observação do vídeo de uma aula, apresentação do processo de análise pelo próprio professor e por um par utilizando o ciclo de Smyth e a análise pelo grupo tanto da discussão da aula como das análises individuais realizadas. A análise dos dados foi baseada no Modelo Hexagonal proposto por Park e Oliver, que apresenta como componentes: i.) Orientações para o Ensino de Ciências; ii.) Conhecimento do Currículo em Ciências; iii.) Conhecimento da Avaliação da Aprendizagem em Ciências; iv.) Conhecimento da Compreensão dos alunos em Ciências; v.) Conhecimento das Estratégias Instrucionais para o Ensino de Ciências e; vi.) Eficácia do professor. Analisamos ainda as intervenções discursivas ocorridas em sala de aula através da ferramenta proposta por Mortimer e Scott. Os professores investigados, a partir do processo reflexivo, tomam consciência de algumas características de suas atuações que não lhe eram transparentes. Essa reflexão atinge um maior nível de aprofundamento com a participação do grupo colaborativo, revelando um processo de desenvolvimento de conhecimento pedagógico do conteúdo de modo semelhante ao proposto pelo modelo de raciocínio pedagógico e ação de Shulman. Dentre os componentes do modelo hexagonal destaca-se a eficácia do professor como um importante aspecto do desenvolvimento do PCK. P1 apresenta uma prática contraditória com suas concepções reveladas em vários dos materiais analisados. Sua eficácia como professor não é boa e, sendo assim está mais propenso a mudanças em sua prática. A professora P2, por sua vez, mostra-se bastante segura e não há dúvidas sobre sua eficácia, embora atue de uma forma totalmente centrada no professor. Embora P2 perceba sua postura e nem sempre concorde com ela, sua eficácia a mantém nesse modelo didático. A eficácia parece assim ser um importante aspecto de desenvolvimento do PCK parecendo atuar como uma força propulsora das mudanças ou das permanências. Nosso trabalho reafirma também a importância da reflexão na formação contínua de professores de forma colaborativa. O processo reflexivo apresentado explicitou o PCK desses professores investigados permitindo que os professores se constituíssem de forma distinta e começassem a buscar novos caminhos em suas ações pedagógicas ou que se percebessem bem da forma que se encontram. / The teacher knowledge research deal with the identification of the base knowledge that supports the profession of teacher. We consider the Shulman contributions\' as fundamental base to the teacher professionalization, it links specific to pedagogical content knowledge, establishing what he calls \"pedagogical content knowledge\" (PCK). In this study we analyze the PCK development of two teachers during a reflective process in a collaborative group. The process promoted individual and group actions by using written texts and oral discussions. The group reflective actions were accomplished through a class video observation, presentation of the analysis process by own teacher and by a colleague using the Smyth cycle. Also were accomplished the group analysis both the class discussion and individual analyses. Data analysis were performed based on the Hexagonal Model proposed by Park e Oliver, which has as components: 1) Orientations to Science Teaching, 2) Science Curriculum Knowledge, 3) Assessment of science learning Knowledge, 4) Knowledge of understanding of students in science, 5) Knowledge of Instructional Strategies and Representations for science teaching, and 6) Teacher efficacy. We also analyze the discoursive interactions occurred in the classroom through the tool proposed by Mortimer and Scott. The investigated teachers, from the reflective process, are awared of some own actions in classroom. The reflection is improved during the collaborative group and reveals a process of PCK development similar to that one proposed by Shulman in the Pedagogical Reasoning and Action Model. Among the hexagonal model components we emphasize the teacher efficacy as an important aspect of the PCK development. P1 shows a contradictory action in classroom revealed through several analysed data. P1 doesn´t have a good efficacy as teacher and so he is more able to look for changes in his practice. On the other hand, P2 is very secure and there is no doubt about her efficacy. Even though she has a teacher-centered action and not always she is confortable with her practice, she doesn´t want to change much in result of her efficacy. So, teacher efficacy seems to be an important aspect of the PCK development acting as a driving force of changes or of permanence. Our work states also the importance of reflection in a collaborative group during in-service education. The reflective process presented could make explicit the teachers\" PCK allowing these teachers a new comprehension of themselves. Also the reflective process shows teachers new ways of acting or it shows they were fine with their actions at classroom.

The purpose of this study was to explore and describe the experiences of Grade 5 learners after being taught Natural Sciences by means of an enriched curriculum in the Win-LIFE (Wellness in Lifestyle, Intake, Fitness and Environment intervention) project. My focus thus fell on learners’ voices and perceptions, and more specifically with regard to the knowledge and skills that they gained in the Natural Sciences subject, as a result of a health-promotion intervention. For this purpose, I relied on Bronfenbrenner’s Bio-Ecological model (2005) as theoretical framework, and explored the learners’ experiences in a specific sub-system, being the Natural Sciences classroom and curriculum. I furthermore aimed to gain insight into how this can potentially be applied to other systems such as their home environments and personal lives. I used the interpretivist paradigm as meta-theory and followed a qualitative approach. I selected a case study design, applying Participatory Reflection and Action (PRA) principles, thereby aligning my study’s design to the broader research project for data generation and documentation I relied on multiple data generation sources, such as PRA-based workshops/discussions, observation, field notes, visual data documentation techniques and reflective journals to generate and document data. Following inductive thematic analysis three main themes and related subthemes emerged. Firstly, the experiential learning approach that was followed when implementing the intervention had positive outcomes in terms of learners’ attitudes toward learning, their commitment and self-confidence to make contributions in class, and their experiences of the learning process. Secondly, learners gained the necessary knowledge and skills of the Grade 5 Natural Sciences curriculum, and valued the practical experiences they acquired. In addition to their newly gained knowledge and skills being retained after a year, they finally also transferred the content to their parents, caregivers and family members, and reportedly applied what they had learned at home in their personal lives. Based on the findings of the study I can conclude that the learners experienced the enriched Natural Sciences curriculum in a positive manner and that their experiences resulted in positive outcomes and benefits for themselves and also those in their immediate environment. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

The purpose of this study was to report on the sustainability of school-based psycho-social support projects that have been initiated in a school in the Eastern Cape. More specifically, the study explored how insights into sustainable psycho-social support by teachers might inform knowledge on resilience in schools. The study forms part of the broad STAR (Supportive Teachers, Assets and Resilience) research project that has been ongoing since 2003. The current study utilised Interpretivism as metatheory and Participatory Reflection and Action (PRA) as methodological paradigm. A case study design was selected, with eight purposefully selected primary school teachers as participants, who have been involved in the STAR project since 2003. Two field visits were undertaken for data collection purposes. The participants took part in two PRA-based workshops, with the second workshop taking the form of a member checking session. In addition to the PRA-based workshops, I relied on observations, field notes, photographs, audio-recordings and a research diary as data collection and documentation strategies. Subsequent to thematic data analysis four main themes emerged. Firstly the importance of teamwork in sustaining psycho-social support initiatives was identified, with the various roles and responsibilities within the team, and school management acting as a silent partner emerging as sub-themes. Secondly, participants highlighted collaboration (with the University of Pretoria, community and other schools) as underlying reasons for sustaining support efforts. Thirdly, participants regarded acknowledgement by others as motivating factors, with reference to acknowledgement on multiple levels and acknowledgement resulting in self-confidence as sub-themes. Finally, participants focused on teacher identity as the determining factor for sustaining psycho-social support initiatives, referring to being in a caring profession, putting children first, being change agents in the community and being committed and dedicated. Based on the findings of the study, I can conclude that sustaining psycho-social support seemed to establish the school as a protective resource to promote resilience. The acknowledgement of teachers’ abilities and capabilities similarly had a positive effect on teachers’ identification and mobilisation of assets and resources in collaboration with community partners, which in turn positively impacted teachers’ confidence. Additional information available on a CD stored at the Merensky Library on Level 3 / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

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