Using a meta-analysis activity to make critical reflection explicit in teacher education

Watts, M and Lawson, Mary 2009, Using a meta-analysis activity to make critical reflection explicit in teacher education, Teaching and Teacher Education, vol. 25, no. 5, pp. 609-616, doi: 10.1016/j.tate.2008.11.019.

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Title Using a meta-analysis activity to make critical reflection explicit in teacher education
Author(s) Watts, M
Lawson, MaryORCID iD for Lawson, Mary orcid.org/0000-0002-9409-6466
Journal name Teaching and Teacher Education
Volume number 25
Issue number 5
Start page 609
End page 616
Total pages 8
Publisher Elsevier
Publication date 2009-07-01
ISSN 0742-051X
Summary This paper describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education programme. Using a rubric presented by Ward and McCotter, (2004) and supported by an online discussion forum, the rubric was used in a meta-analysis activity where students identified the quality of critical reflection in their lesson evaluations. The evidence suggests that the activity can result in a qualitative improvement in the nature of critical reflection. The intervention also appeared to generate a growing acknowledgement by students that writing lesson evaluations, is a valuable process which can enhance their practice. © 2008.
DOI 10.1016/j.tate.2008.11.019
Field of Research 1303 Specialist Studies In Education
1302 Curriculum And Pedagogy
HERDC Research category CN.1 Other journal article
Persistent URL http://hdl.handle.net/10536/DRO/DU:30101136

Document type: Journal Article
Collection: School of Medicine
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