Stimulating Reflection on Practice: Using the Supportive Classroom Reflection Process

Tracey Muir, Kim Beswick

Abstract


Although much is known about the features that contribute to the effectiveness of
professional learning activities these are often not incorporated into the design of
professional learning initiatives. This paper describes a mathematics professional
learning process that was carefully designed to incorporate such principles, and
illustrates its implementation by describing the case of one primary school teacher
who participated in it. The potential wider applicability of the process and broader
implications for professional learning are presented.

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