Anticipatory reflection while learning to teach: from a temporally truncated to a temporally distributed model of reflection in teacher education

By Paul Conway. 2001

247 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a65236158fb3d909def55b4124d70281c1357f7b

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Citations in the corpus

The Portfolio as a Tool for Stimulating Reflection by Student Teachers. (2007, background): “…been operationalised as searching for different explanations for events in the class (Ross, 1989); looking back on and looking ahead to experiences (Conway, 2001); investigating underlying assumptions that play a role in education (Zeichner & Liston, 1985); and finding general principles and…”
Reconsidering research on teachers' professional identity (2004, background): “From a professional development perspective, therefore, professional identity formation is, in our view, not only an answer to the question ‘‘Who am I at this moment?’’, which we posed in the introduction to this article, but also an answer to the question: ‘‘Who do I want to become?’’, which is in ”
Reflecting on an ideal: student teachers envision a future identity (2010, background): “However, reflection for the future may also be beneficial for teachers, and may assist them in anticipating future actions in useful ways (Conway, 2001).”
Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007, background): “The focus on the retrospective views of reXection, or analytical remembering, with its emphasis on what has gone before (not what will come in the future, what Freese (2006) calls anticipatory reXection), means that “teacher education currently concentrates on memory with the result that little atte”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “It might allow for the looking ahead at a future practice or a future way of thinking that could inform teacher development (Conway, 2001).”
Pre-service teachers’ future-oriented mathematical identity work (2014, background): “This future-oriented reflection or imagining future selves has been overlooked to date (Urzúa & Vásquez, 2008; Chapman, 2008), despite of the potential impact on pre-service teachers’ development (Conway, 2001).”
Examining pre-service teacher competence in lesson planning pertaining to collaborative learning (2012, background): “Dunn and Shriner (1999) also revealed that teachers considered (written and mental) planning activities as more relevant than other activities for improving their teaching effectiveness. Further, Naafs et al. (2002) and Carnahan (in Frudden 2001) found a positive relationship between elaborate lesso”
Teacher reflection: the development of a typology (2008, background): “Some authors adopt a temporal or spatial interpretation of broad reflection and thus consider reflection broad when it has any of the following characteristics: it is both internally and externally oriented (Klaassen, 1994; Liston & Zeichner, 1990), attention is paid to both interior and exterior fa”
Reflection in teacher education: issues emerging from a review of current literature (2015, background): “Previous work (e.g. Conway, 2001) promoted reflection on the future, or anticipatory reflection, as important to the ongoing development of a teacher.”
Reflection and professional identity in teachers' future-oriented discourse (2008, unknown): “However, there is growing awareness among educational theorists and researchers about the importance of the future dimension in the discursive construction of self (e.g., Conway, 2001; Heath, 2000; van Lier, 2004; Wiley, 1994).”