Reflection in Teaching
Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching. 老师们被认为是受益于对自己班级中的交流和事件有意识的深入思考和仔细的检查的。教育家TW和 JN (1987)提出了在经验丰富的教师中发展反思实践的方案。这被反思实践能够帮助老师们感到更理性的融入他们的角色和教学工作中并使他们能够处理教学中科学事实的不足和学科知识的不确定证明为合理的。
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish—a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent manner. W和N对于调查哪种反思可能最为有用的条件尤其感兴趣——一个在文学中很少有指导的对象。他们给一群弗吉尼亚的老师设计了一个实验策略并与40位参与实践的老师进行了多年的合作。他们对于很多人可能会“沉浸在这些新型并充满活力的教学理念中只发现教师反思的抽象和实际教学反思差距太大。反思像教学这样复杂的工作并不容易。”老师们被带入一个关于教学事件的讨论活动，并接着在工作人员的协助下去反思特定的问题，之后是独立反思。
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian... and not rich or...
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