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Teaching to change in world language classrooms: qualifying shifts in instructional behaviors and motivation through narrative self-study and reflective practice
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TitleTeaching to change in world language classrooms: qualifying shifts in instructional behaviors and motivation through narrative self-study and reflective practice
AuthorWright, Thomala Cathrine
Published2009
SubjectsReflective teaching
Self study of teaching and teacher education practices
Classroom environment
Teacher-student relationships
Reflective learning
Language and languages -- Study and teaching
LocationArchives LB1025.3.W75 2009
NotesThesis (Master of Education in World Language Instruction)--Concordia College (Moorhead, Minn.), 2009.
Rights ManagementCopyright owned by Thomala Cathrine Wright.
LanguageEnglish
AbstractReflective practice has been a tool utilized primarily to assist in preparing pre-service educators to enter the classroom; however, recent trends characterize reflective practice as a naturalistic approach that can guide practicing educators in implementing positive and sustainable changes within the classroom dynamic. Through the vehicle of narrative self-study, this paper demonstrates how reflective practice allowed me as an educator to constructively reengage challenges encountered in the classroom and the inevitable dilemmas of teaching life. This paper analyzes the use of reflective practice as a method of critical reframing in order to merge retrospect with active learning scenarios that facilitate growth within the educator. Through the scope of reflective reengagement, I was able to facilitate positive changes within the classroom dynamic that directly impacted the teacher to student and student to student relational dynamic. The findings demonstrate how educators, through reflective practice, can become agents of change who cultivate reflective classrooms and hence, reflective learners.
External Resourcehttp://plus.mnpals.net/vufind/Record/007105151/Holdings/TRC
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