Reflection in teacher education

By Elizabeth A. Ottesen. 2007

228 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/25cdda44a65c61f61cd9b5be6d388a0ea5e13194

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In Education

In Human Factors and Ergonomics

Citations in the corpus

Rethinking Disorienting Dilemmas Within Real-Life Crises (2012, background): “…& Walker, 1998; Brookfield, 2000, 2006; Cranton & Carusetta, 2004; Dewey, 1933/1989; Fisher, 2003; Hammersley-Fletcher & Orsmond, 2005; Kreber & Castleden, 2009; McAlpine, Weston, Beauchamp, Wiseman, & Beauchamp, 1999; Ottesen, 2007; Postareff, 2007; Schön, 1983; Tynjälä, Välimaa, & Sarja, 2003).”
The impact of a dynamic approach to professional development on teacher instruction and student learning: results from an experimental study (2011, background): “Consequently, reflection and related notions such as reflective teaching and reflective practice are terms often used by teachers, educators, and researchers (e.g., McLaughlin, 1999; Ottesen, 2007; Tan, 2006; Valli, 1997).”
From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions (2012, background): “…(see, for example, Entwistle and Walker 2000; Kreber 2004, 2005, 2006; Kreber and Castleden 2009; McAlpine and Weston 2000; McAlpine et al. 1999; Ottesen 2007; Postareff 2007), the value of reflection is precisely in enabling the teacher to build more sophisticated understandings of teaching…”
Teacher Evaluation as a Policy Target for Improved Student Learning: A Fifty-State Review of Statute and Regulatory Action since NCLB (2009, background): “Garman (1982) was among the first to write about reflective practice for in-service supervision, while Zeichner and Liston (1987), Grimmett and Erickson (1988) and others made reflection popular in pre-service teacher education.”
The collective dimension of reflective practice: the how and why (2011, unknown): “Several authors (Korthagen, 2001; Ottesen, 2007) stress that reflective practice is generally addressed in individual terms, which Engeström (1994) blames on an individualist and Cartesian bias.”
The Impact of Reflective Practice on Teacher Candidates' Learning (2019, unknown): “First, reflections must identify course content as the primary purpose of the pedagogical tool is to link what is learned in a course to the world of practice (Ottesen, 2007).”