Reflective Theory and Practice: A Constructivist Process for Curriculum and Instructional Decisions.

Jadallah, Edward

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Peer reviewed

ERIC Number: EJ536848

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0162-6620

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Reflective Theory and Practice: A Constructivist Process for Curriculum and Instructional Decisions.

Jadallah, Edward

Action in Teacher Education, v18 n2 p73-85 Sum 1996

This study investigated the reflective insights preservice secondary teachers constructed about their curriculum and instructional practices during one course and related field experiences, analyzing lesson plans, reflective papers, videotaped lessons, and interviews. Teachers felt responsible for creating environments that facilitated student learning. Understanding of teaching ideas affected development and implementation of lessons. (SM)

Descriptors: Classroom Environment, Constructivism (Learning), Curriculum Development, Field Experience Programs, Higher Education, Junior High Schools, Preservice Teacher Education, Questioning Techniques, Reflective Teaching, Student Teachers, Teaching Methods

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Theme issue title: "Constructivism in Teacher Education."