We describe here the outcomes of our research on the reflection of six professors considered exemplary in their teaching. For instance, we found that they all held and used considerable knowledge about learners, as groups and as individuals, and used this knowledge in reflecting on the impact of their teaching. We use this information to elaborate on the role of reflection in the construction of teaching knowledge. Lastly, we address how the model of reflection we developed helps us understand the factors influencing one's ability to effectively reflect on teaching.
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McAlpine, L., Weston, C. Reflection: issues related to improving professors' teaching and students' learning. Instructional Science 28, 363–385 (2000). https://doi.org/10.1023/A:1026583208230
- teacher knowledge
- teacher thinking