by Wun Kwan Tai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 99-103). / Abstract and questionnaire also in Chinese. / Abstract --- p.I / Dedication --- p.III / Acknowledgements --- p.IV / Table of Contents --- p.V / List of Table --- p.IX / Chapter Page / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purpose and significance of the study --- p.2 / Chapter 1.3 --- Research questions --- p.3 / Chapter 2. --- Review of relevant literature --- p.4 / Chapter 2.1 --- Conceptualization of reflection --- p.4 / Chapter 2.1.1 --- Reflection as reflective thinking --- p.5 / Chapter 2.1.1.1 --- Reflection with attitude of open-mindedness --- p.5 / Chapter 2.1.1.2 --- Reflection with attitude of whole-heartedness --- p.5 / Chapter 2.1.1.3 --- Reflection with attitude of responsibility --- p.6 / Chapter 2.1.2 --- Reflection as reflective practice --- p.6 / Chapter 2.1.3 --- Process of reflection --- p.7 / Chapter 2.1.3.1 --- Reflection occurred in doubt and perplexity --- p.7 / Chapter 2.1.3.2 --- Reflection occurred in stepping back to analyze one's experience --- p.7 / Chapter 2.1.3.3 --- Reflection occurred in reconstructing one's experience through problem setting and problem solving --- p.8 / Chapter 2.1.4 --- What constitutes the evidence of reflections --- p.9 / Chapter 2.1.4.1 --- Evidence found in teachers' core values --- p.9 / Chapter 2.1.4.2 --- Evidence found in teachers' personal experience --- p.10 / Chapter 2.1.4.3 --- Evidence found in teachers' transmitted knowledge --- p.11 / Chapter 2.2 --- Levels of reflection --- p.12 / Chapter 2.2.1 --- Technical reflection --- p.14 / Chapter 2.2.2 --- Critical reflection --- p.15 / Chapter 2.2.3 --- Reflection-on-action --- p.18 / Chapter 2.2.4 --- Reflection-in-action --- p.20 / Chapter 2.2.5 --- Framework on levels of reflection --- p.22 / Chapter 2.3 --- Writing as an instrument in finding evidence of reflection --- p.23 / Chapter 2.3.1 --- Writing as an instrument in researches on reflection --- p.23 / Chapter 2.3.2 --- Selection of question for reflective writing --- p.27 / Chapter 2.3.2.1 --- Reflective-writing on controversial educational issues --- p.27 / Chapter 2.3.2.2 --- Reflective writing on learning and teaching experiences --- p.29 / Chapter 2.3.2.3 --- Reflective writing on planning --- p.29 / Chapter 2.4 --- Summary --- p.30 / Chapter 3. --- Research method --- p.31 / Chapter 3.1 --- Introduction --- p.31 / Chapter 3.2 --- Participants --- p.31 / Chapter 3.3 --- Instruments 226}0ؤ reflective writing tasks --- p.31 / Chapter 3.3.1 --- Validity of the reflective writing tasks --- p.32 / Chapter 3.3.2 --- Selection of questions for reflective writing --- p.33 / Chapter 3.3.2.1 --- Controversial educational issues --- p.33 / Chapter 3.3.2.2 --- Learning and teaching experiences --- p.36 / Chapter 3.3.2.3 --- Planning --- p.37 / Chapter 3.4 --- Pilot study --- p.39 / Chapter 3.5 --- Procedures --- p.39 / Chapter 3.6 --- Data analysis --- p.40 / Chapter 3.6.1 --- Specific features for each level of reflection --- p.40 / Chapter 3.6.1.1 --- Level one of reflection (Technical reflection) --- p.40 / Chapter 3.6.1.2 --- Level two of reflection (Descriptive reflection) --- p.41 / Chapter 3.6.1.3 --- Level three of reflection (Dialogic reflection) --- p.41 / Chapter 3.6.1.4 --- Level four of reflection (Critical reflection) --- p.41 / Chapter 3.6.2 --- Process of data coding --- p.42 / Chapter 3.6.3 --- General contents of the reflective writings --- p.42 / Chapter 3.6.4 --- Searching of evidence for different levels of reflection in reflective writings --- p.43 / Chapter 3.7 --- Summary --- p.44 / Chapter 4. --- Results --- p.45 / Chapter 4.1 --- General findings --- p.45 / Chapter 4.2 --- General contents for reflective writings --- p.48 / Chapter 4.2.1 --- General contents in answering questions on controversial educational issues --- p.48 / Chapter 4.2.1.1 --- General contents on question one --- p.49 / Chapter 4.2.1.2 --- General contents on question two --- p.51 / Chapter 4.2.2 --- General contents in answering questions on learning and teaching experiences --- p.53 / Chapter 4.2.2.1 --- General contents on question three --- p.53 / Chapter 4.2.2.2 --- General contents on question four --- p.55 / Chapter 4.2.3 --- General contents in answering questions on planning --- p.57 / Chapter 4.2.3.1 --- General contents on question five --- p.57 / Chapter 4.2.3.2 --- General contents on question six --- p.58 / Chapter 4.3 --- Evidence for different levels of reflection found in reflective writings --- p.60 / Chapter 4.3.1 --- Level one (Technical reflection) --- p.60 / Chapter 4.3.1.1 --- Reflective writings on controversial educational issues --- p.60 / Chapter 4.3.1.2 --- Reflective writings on learning and teaching experiences --- p.61 / Chapter 4.3.1.3 --- Reflective writings on planning --- p.63 / Chapter 4.3.2 --- Level two (Descriptive reflection) --- p.65 / Chapter 4.3.2.1 --- Reflective writings on controversial educational issues --- p.65 / Chapter 4.3.2.2 --- Reflective writings on learning and teaching experiences --- p.67 / Chapter 4.3.2.3 --- Reflective writings on planning --- p.69 / Chapter 4.3.3 --- Level three (Dialogic reflection) --- p.71 / Chapter 4.3.3.1 --- Reflective writings on controversial educational issues --- p.71 / Chapter 4.3.3.2 --- Reflective writings on learning and teaching experiences --- p.73 / Chapter 4.3.3.3 --- Reflective writings on planning --- p.75 / Chapter 4.3.4 --- Level four (Critical reflection) --- p.77 / Chapter 4.4 --- Summary --- p.78 / Chapter 5. --- Discussion --- p.79 / Chapter 5.1 --- Research question one --- p.79 / Chapter 5.1.1 --- Demonstration of evidence of reflection in response to controversial educational issues --- p.79 / Chapter 5.1.2 --- Demonstration of evidence of reflection in response to learning and teaching experiences --- p.81 / Chapter 5.1.3 --- Demonstration of evidence of reflection in response to planning --- p.83 / Chapter 5.2 --- Research question two --- p.85 / Chapter 5.2.1 --- Technical reflection --- p.85 / Chapter 5.2.2 --- Descriptive reflection --- p.87 / Chapter 5.2.3 --- Dialogic reflection --- p.88 / Chapter 5.2.4 --- Critical reflection --- p.39 / Chapter 5.3 --- Concluding remarks --- p.90 / Chapter 6. --- Summary and Conclusion --- p.91 / Chapter 6.1 --- Summary of findings --- p.91 / Chapter 6.2 --- Implications for teacher education and future research --- p.93 / Chapter 6.3 --- Limitation of the study --- p.97 / Chapter 6.4 --- Concluding remarks --- p.98 / References --- p.99 / Appendix 1 Consent form --- p.104 / Appendix 2 Reflective writing task --- p.105 / Appendix 3 Personal information form --- p.112 / Appendix 4 Coding scheme on levels of reflection --- p.113
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_322384 |
| Date | January 1998 |
| Contributors | Wun, Kwan Tai., Chinese University of Hong Kong Graduate School. Division of Education. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, ix, 114 leaves ; 30 cm. |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
Page generated in 0.0126 seconds