Relationship Between Reflective Disposition Toward Teaching and Effective Teaching
By M. Giovannelli. 2003
116 citations recorded by the source corpus.
Abstract The author demonstrated that a reflective disposition toward teaching was related to effective teaching especially in the domains of instructional behavior, classroom organization, and teacher expectation. Data used to test the hypothesis were composed of reflective disposition scores earned by teacher candidates (N = 55) and effective teaching scores given teacher candidates by their field instructors. Reflective disposition consisted of 6 components: the composite of reflective disposition and the composite of effective teaching, reflection on what teachers should know and be able to do, reflection on teaching, reflection on learning, reflection on the relationship between learning and teaching, and reflection on what it would be like to be a teacher in the classroom. Effective teaching consisted of 5 components: the composite of effective teaching, classroom management, instructional behavior, classroom organization, and teacher expectations.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/fc60bfd383feaad2dedb6b2b80393d2e84e0f623
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Citations in the corpus
- First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes (2009, background): “... in teachers’ responses to training, the first two of which overlap with influences discussed earlier concerning gaps in teacher knowledge of literacy concepts: (a) prior beliefs or attitudes regarding the philosophy underlying the training technique (Gregoire, 2003; Guskey, 2002; Mathewson, 1994”