A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective Thinking

A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective Thinking

The purpose of this study is to promote student teachers’ reflective thinking by using the case writing and discussion guide framework (CWDGF), which was developed by the researcher in response to the requirement of effective focus before case writing. The framework focused on pedagogical reflection...

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Bibliographic Details
Main Author: Wei-Yu Liu
Format: Article
Language:English
Published: National Taipei University of Education 2017-06-01
Series:Journal of Educational Practice and Research
Subjects:
Case Writing and Discussion Guide Framework (CWDGF)
Reflective Thinking Level
Student Teacher
Online Access:http://jepr.ntue.edu.tw/contents/list/detial.asp?id=131
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spelling doaj-862847a133114019a4a117d27bdf642e2020-11-24T22:27:26ZengNational Taipei University of EducationJournal of Educational Practice and Research1993-56331993-56332017-06-0130171104A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective ThinkingWei-Yu Liu0Department of Education and Potential Development, National Dong Hwa UniversityThe purpose of this study is to promote student teachers’ reflective thinking by using the case writing and discussion guide framework (CWDGF), which was developed by the researcher in response to the requirement of effective focus before case writing. The framework focused on pedagogical reflection during practicum and provides a systematic guide for pre-service teachers to engage in multiple levels of reflection. The participants were 12 student teachers who were enrolled in the researcher’s class of Educational Practicum from August, 2013 to January, 2015. The results showed that CWDGF helped most student teachers advance from single-loop to double-loop reflection, and from technical to practical reflection. In addition, CWDGF helped all student teachers reach the level of explanation with principle or theory and with consideration of context.http://jepr.ntue.edu.tw/contents/list/detial.asp?id=131Case Writing and Discussion Guide Framework (CWDGF)Reflective Thinking LevelStudent Teacher
collection DOAJ
language English
format Article
sources DOAJ
author Wei-Yu Liu
spellingShingle Wei-Yu Liu
A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective Thinking
Journal of Educational Practice and Research
Case Writing and Discussion Guide Framework (CWDGF)
Reflective Thinking Level
Student Teacher
author_facet Wei-Yu Liu
author_sort Wei-Yu Liu
title A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective Thinking
title_short A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective Thinking
title_full A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective Thinking
title_fullStr A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective Thinking
title_full_unstemmed A Study of Using the Case Writing and Discussion Guide Framework to Promote Student Teachers’ Reflective Thinking
title_sort study of using the case writing and discussion guide framework to promote student teachers’ reflective thinking
publisher National Taipei University of Education
series Journal of Educational Practice and Research
issn 1993-5633
1993-5633
publishDate 2017-06-01
description The purpose of this study is to promote student teachers’ reflective thinking by using the case writing and discussion guide framework (CWDGF), which was developed by the researcher in response to the requirement of effective focus before case writing. The framework focused on pedagogical reflection during practicum and provides a systematic guide for pre-service teachers to engage in multiple levels of reflection. The participants were 12 student teachers who were enrolled in the researcher’s class of Educational Practicum from August, 2013 to January, 2015. The results showed that CWDGF helped most student teachers advance from single-loop to double-loop reflection, and from technical to practical reflection. In addition, CWDGF helped all student teachers reach the level of explanation with principle or theory and with consideration of context.
topic Case Writing and Discussion Guide Framework (CWDGF)
Reflective Thinking Level
Student Teacher
url http://jepr.ntue.edu.tw/contents/list/detial.asp?id=131
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AT weiyuliu studyofusingthecasewritinganddiscussionguideframeworktopromotestudentteachersreflectivethinking
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