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M  e ;BCEJL     \]^_adeghijnoLsQyz{|}g5Ob$`x[FaGTZոa0$$b$]єTaho 0 0e0e     A@ A1 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||s " 0e@        @ABC DEEFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `abN E5%  N E5%  N F   5%    !"?N@ABC DEFFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `ab 3f3@f8uv g4GdGd 0ppp@ g4dd 0p@ pp<4!d!d<&) 0p 1<4BdBd<&) 0p 1[O ʚ;no8ʚ;<4dddd<) 0<___PPT10D[SOes New Romanpp 0DTimes New Romanpp 0 pp>___PPT9  ? #O ; An action research on improving teachers reflection level in in-service teacher training in China (WLW-Ncؚ-N\f[Ye^S`4ls^vLRxvz6}d$*g   Outline   0  bContext Motivation Research questions Conceptual framework Research approach Findings Implication <[n$[$*a   $ 0bc.Context : in-service teacher training in China//"$.  b Two types of in-service teacher training in China Diploma-oriented teacher training f[SW Non diploma-oriented teacher training ^f[SW %Continuing eduction (Teachers advanced studies school; local teachers college/ school-based training) ~~YeN,(WYe^ۏOf[!h00We^b!hf[`N яt^ eg_Y zf[`N[c(W-N\f[ 1uYe^*NNbƖSOf[`N %National or Provincial special training programseg. National Training Program, 2010-2012) NyWRY VWR 6V&4" #'c  c5"+" """Y  (    Z 7 7  2  w+Context : Diploma-oriented teacher training$, "$"$+  4 0Teachers Act 0,Oct 31st,1993 0-NNSNlqQTVYe^l 0 minimum diploma standards: Elementary school teachers: secondary teachers school Junior high school teachers: college degree Senior high school teachers: bachelor degree  K ! !*5    z+Context : Diploma-oriented teacher training$, "$"$+  z State council&Ministry of Education in China 0Education prospering action plan towards 21st century 0 VRbyblYe 0bTN~Ye/ctQLRR 0 1999-01-13 By 2010 try to make elementary school teachers reach college diploma, junior and senior high school teachers reach bachelor degree; and in developed areas, certain percentage of senior high school teachers get master degree. 0R2010t^]S wQYagNv0W:SRNO\f[TR-NNNYe^vf[SR+RcGS0RNyT,gyB\!k ~NmS0W:Sؚ-NNNYe^T!h-NUxXf[MO^0RN[kO0 ZeZ(Z0Z,6#7j         G { Context $ "((    By 2001, in rural areas, 20.25% Elementary school teachers hold a college diploma 9.35% Junior high school teachers hold a bachelor degree 9<44 SContext By 2009, the percentage of school teachers who reach the diploma standardsHT "(  0  S  x Context :$ "((   rsome ways for in-service teachers getting college or bachelor degree: Teach by Correspondence Qc (self-study during work, university-based courses and exam in holidays/ more expense, but easy to banlance time) Self-study Exam f[Ջ (flexible, cheap, but difficult to balance time and pass exam) FZZZyZZGZD{Gba      8   y}Context :Where I did this research Training program for in-service teachers getting college or bachelor degree in university,~"Z}  lCurriculum is as same as the teacher preparation programs in normal university, knowledge and theory-centered More dense class schedule ( eg. Less than 1 month, 3 or 4 courses) University faculty as educator, emphasizing systematic theoretical knowledge, didactic methods Almost all courses are required strict paper-pencil exam, learning is memorizing for examPPZPP*NFm Outline   0  kContext Research Motivation Research questions Conceptual framework Research approach Findings Implication ^dn$&$N$$*j    $ 0kl"Research Motivation-Why reflection##"$"  < Two general models of teacher education: Technical Rationality & Reflective Practitioner Donald A. Schn 1983 1987 Large amount of English literature shows that reflection plays an important role for improving teacher s practice. \*ZZtZt~        t #Research Motivation--Why reflection$$"$#  B In western countries, since 1980s, how to improve teachers reflection ability has become a focus in teacher education /training. Also, many new teaching strategies which can improve teachers reflecion have been well-documented. In China, large amount of journal articles discuss the importance of reflection, as well as the teaching strategies to promote teachers reflection, but few authors put into practice.6  XResearch Motivation Why non-didactic methods--" ,  l How to improve teacher s reflection Practitioner research Dinkelman,1997Yost, Sentner, & Forlenza-Bailey, 2000 CasesHarrington, Quinn-Leering& Hodson 1996 Braun&Crumpler 2004 JournalsColton & Sparks-Langer, 1993 Reiman, 1999;Valli, 1997Braun& Crumpler 2004) Group seminarZeichner& Liston 1987Collier, 1999; Jay & Johnson 2002) Reflective interviewsTrumball& Slack, 1991; Collier, 1999 & & T-Z.ZGZ/Z;Z0ZKZ4Z8Z=ZZ $^cr ^( -/vC    M    !   '           =               8      $   e(Research motivation--why action research))"$(   'Research motivation-why action research(("$'   Adopting the new teaching methods using reflection as the key element in in-service teacher training, to inspire in-service teachers to reflect their own teaching, and improve their reflection level. bF#_$  Outline   0  kContext Research Motivation Research questions Conceptual framework Research approach Findings Implication ^dn$&$;$$*j    $ 0kl}Research questions :1. Will new pedagogy emphasizing reflection improve teachers reflection in in-service teacher trainning in China? (W-NVS_MRvYe^(WLW-N O(uW{QS`RvYef[V{eu&TOO(WLYe^S` 2. what is the direction of teachers reflection after changing the teaching methods? (W9eSNYef[V{euKNT (WLYe^vS`g@wNHNeTSU\r1V%r '"S  " pr   ( U    Outline   0  kContext Research Motivation Research questions Conceptual framework Research approach Findings Implication ^dn/$&$&$$*j    $ 0kl~Conceptual framework  What is reflection [Reflection is] deliberate thinking about action with a view to its improvement;the essential quality of reflection is thinking about practice in order to improve (Hatton & Smith, 1995) The nature of reflection : %situated in practice %cyclic %making use of multiple perspectives. (John R. Ward & Suzanne S. McCotter, 2004 ""GGG# + Nb"  )   )   Conceptual framework   Hierarchical nature of reflection Low level reflection: Technical (Collier, 1999) Routine (Yost et al., 2000 Descriptive writing (Hatton & Smith, 1995) High level reflection critical reflection (Collier, 1999; Hatton & Smith, 1995; Yost et al., 2000). +PPmPPUPP#nT k@  T    .  =  Conceptual framework --Levels of Reflection (Jay & Johnson, 2002 nE(  ((8A    PConceptual framework -Non-didactic teaching strategies for improving reflection8Q( (:P  6 Five strategies for improving in-service teachers reflection: Reflective journals Seminar Group inquiry Cases reflective interview HRH Ff     Conceptual framework   How to evaluate reflection (Winnie W. M. So, David A. Watkins ,2005 Paragraphs were classified as the   Describing  stage of reflection when participants only described actual teaching events without explaining the underlying reasons or discussing the effects and consequences of the events. The following is an example of a  Describing Reflection : eg: I have sufficient lesson preparation. I have prepared many teaching aids in planning my lesson . `n  'F]     Outline   0  kContext Research Motivation Research questions Conceptual framework Research approach Findings Implication ^dnD$&$$$*j    $ 0kl%Research Approach -- Action Research&&(%   Action research starts small develops through the self-reflective spiral: a spiral of cycles of planning, acting, (implementing plans), observing (systematically), reflecting, and then replanning, further implementation, observing ,and reflecting again. $" +  W i%Research Approach -- Action Research&&(%  Research Approach -- Sites "($    Diploma-oriented teacher training program in a provincial normal university in Southwest China Major: Education (undergraduate level) one class( Random sample from 3 parallel classes) The fifth semester (holiday) studying in university, 4 courses for this semester (23 days) Z_ZZZZZX  *   Research Approach -- Sites"($  Course name: Educational Research Methods Duration: %36 Instructional Periods( 45 minutes per IP) %original shedule: 6 days ,each day 6 instructional periods, I asked for rescheduling to 12 days(afternoon), each afternoon 3 instructional periods  Z*Z Z ZZ ,C5CL  Research Approach -- Sites"($  Course content/topics taught &   "Research Approach -- Participants"#($"  jlResearch Approach  Source of data (from participants)"7$& 6  zResearch Approach  Source of data (from participants) cont.&>8$$=   k5Research Approach -Source of data (from researchers)"6#( 5  "Research Approach --Data analysis,#(( # ` Carspecken,1996 Low level coding:low inference, explicit several word phrases in participants words High-level coding:high inference, based on implicit mearning in low-level codes Reflection levels (Jay & Johnson,2002) coding %descriptive reflection, comparative reflection, critical reflectiont.HCD1 *Research Approach --Validation Techniques6+((  + Participant confirmation Triangulation of observation and interpretation %Mutiple methods of data collection %Multiple forms of data analysis %Peer debriefing: 2 researchers analyzing data J1C)C&C/ Outline   0  kContext Research Motivation Research questions Conceptual framework Research approach Findings Implication ^dnV$ &$ $$*j    $ 0klFindings Summary 0Non-didactic teaching methods promote participants to reflect their own teaching All participants reach comparative reflection, the further direction of participants reflection is reconstructing reflection What teachers reflect is directly relevant to the topic of the class ZZFZP4F  Findings I  Non-didactic teaching methods promote participants to reflect their own teaching Souce of data: interview, personal professional report, journal( compare at the beginning and at the end),etc. eg:(W+Rv N Ye^ Ǒ(ucl b] NNT1\/ftet{ gzz1\̀{& & ُfYv/foSbN` b]G0RvNAm qQ T㉳Q& & ُb gNfYv]Sh] wlv:gO& & bNQ_̑ɉ_bNYe^ZPxvz_ g_v _Y͑eƋT`0kY(f)Yv Ye^xvzf[u/fYUOf[`Nv bNMR_\Qُebv ~Ǐ NN bɉ_(WbvYef[-N ُ*N_͑ bSb{ Nf[g_Yl N1\Yuaُ*N& & 1\/fُ7h `Ov~NbNf'Yv`zz0individual interview QZZQ o #"#    $      r      <Findings II : All participants reach comparative reflection B= $$$ =  J3elementary Chinese teacher Journal & & bT TN~8^O:NdQYexe 4Yu :NNT̑~b }Pg Ny{U\(WdQvǏ z-N fYv/fb:gS] [+RNvezjRjRRR :\v/f[]vYeYef[v`TmeQcc0ǏN)Yvf[`N bƋ0R\O:NYe^bNꁫ g_YۏLxvzvOR kYbNvf[u0bNvYef[T@bYecvf[y/fbN@bq`v xvz[N/fbN_)YrSvOR0Ye^vxvz^N]v]\OeQKb xvzvvv^/f:NN9eU]vYef[0bNv]\O-N g_Ydn_$ &$*j    $ 0klbImplications : How to improve teachers reflection.2 ( #$2 zUsing multiple systematic aids Make course content relevant to participants practice Provide multiple perspective Understanding participants background Teacher educator as model vF 7& o a Thank you! Comments and questions Email: xixiwyl@126.com nZaZ 6,$B N     $ 0O^P   0` f3Eh` ff` MMMwww` ff3f3>?" dd@,?nKd@  d @nK` d n?" dd@   @@``PR    @ ` ` p>>    4 (  4T 1 4 "1 4 S BC1DEF ?Z B 0Z @1 4 S BB C DEF?rA r @\  4 S B+ C DEF?v*  v @  4 S BCIDEF??H\ @ I 4 N|gֳgֳ ?"  PUSQdkYkHrh7h_    4 Z`1 ?"``  l* 2C    4 Z1 ?"`   n* ( 2C    4 ZdĐ1 ?"`   n* ( 2C  D  4  fȐ1 ?"   8USQdkYkHre,g7h_ ,{N~ ,{ N~ ,{V~ ,{N~  ` 4 Hd޽h? ? f3Eh Blue Diagonal   0 D <  8 (  8T 1 8 "1 8 S BC1DEF ?Z B 0Z @1 8 S BB C DEF?rA r @\  8 S B+ C DEF?v*  v @  8 S BCIDEF??H\ @ I 8 Ngֳgֳ ?"  PUSQdkYkHrh7h_    8 Hgֳgֳ ?"` @   RUSQdkYkHroRh7h_    8 Z1 ?"``  p*" 2G  "  8 ZDL1 ?"`   r*$( 2G  "  8 Z1 ?"`  R r*$( 2G  ` 8 Hd޽h? ? f3Eh 0 vn( w   Hd6jJjJ ?P    b*"      H<jJjJ ?    r*$       B1 ?    HLgֳgֳ ? @  8USQdkYkHre,g7h_ ,{N~ ,{ N~ ,{V~ ,{N~    NlBjJjJ ?`P   p*"        N$GjJjJ ?`   v*##$     N  6޽h? ? ̙3380___PPT10.+ Z Dz( F z$*  D D Z^1 ?P    Z* C    D Zc1 ?    j* C    D  `0i1 ?`P   h* C    D  `@n1 ?`   j* C   H D 0޽h ? ̙3380___PPT10.+   0N0 p  (   ~   s *4L4<  L    # lL1?G, 8 Yunnan Normal University, China Yanling Wang sss wy2178@columbia.edu April 19, 2011 This presentaion was conducted in Teachers College, Columbia University  cCcCc C  A caIcFI    q  $ 0zH   0޽h ? MMMe3fy___PPT10Y+D=' = @B +  0N0   t(  tx t c $ -4'G    t c -gֳgֳ 4T  H t 0޽h ? 3f3ff33y___PPT10Y+D=' = @B +  0  0(  x  c $#R4k  R x  c $#R 4q R H  0޽h ? f3Eh___PPT10i.!*+D=' = @B +}  0 $(  r  S JR4  R r  S KR 4 R H  0޽h ? f3Eh___PPT10i.-м F+D=' = @B +}  0 $(  r  S R4ww  R r  S R 4+ R H  0޽h ? f3Eh___PPT10i.1R+D=' = @B +9  0 PH(  r  S R4'  R r  S TR 4< R   NA 1?"6@ NNN?N H  0޽h ? f3Eh___PPT10i.2@kC+D=' = @B +%$  0 <#4# ""(  x  c $R4,,  R "t   #"&k11N V  `0R 1?"6@ NNN?N   x93.61%   @`L U  `R 1?"6@ NNN?ND  vbachelor     @`N T  `R 1?"6@ NNN?N D  x93.61%   @`> S  ` 1?"6@ NNN?N   hbachelor     @`A R  ` 1?"6@ NNN?N  k Senior high     @`N Q  `P 1?"6@ NNN?N    x59.44%   @`L P  ` 1?"6@ NNN?ND   vbachelor     @`O O  ` 1?"6@ NNN?N D  y98.29%    @`= N  `0 1?"6@ NNN?N   gcollege  @`A M  `l9 1?"6@ NNN?N   k Junior high     @`N L  `|C 1?"6@ NNN?N   x74.83%   @`= K  `L 1?"6@ NNN?ND    gcollege  @`N J  `t= 1?"6@ NNN?N D  x99.4%    @`I I  `_ 1?"6@ NNN?N  sSecondary education  @`@ H  `|h 1?"6@ NNN?N  j Elementary     @`C F  `q 1?"6@ NNN?ND P m new  @`E D  `z 1?"6@ NNN?NPD  o minimum  @`r ?  `~ 1?"6@ NNN?NP $ diploma standards"%$   @`f >  `T 1?"6@ NNN?N 0Teachers teaching stage  @`B W Ho ?"0@NNN?NB Y B1 ?"0@NNN?NB Z B1 ?"0@NNN?N  B [ B1 ?"0@NNN?N  B \ Ho ?"0@NNN?NB ] Ho ?"0@NNN?NB ^ B1 ?"0@NNN?NB b Ho ?"0@NNN?NB e B1 ?"0@NNN?ND PD B h B1 ?"0@NNN?NPPB l B1 ?"0@NNN?N  B n B1 ?"0@NNN?N  H  0޽h ? f3Eh___PPT10i.6P F+D=' = @B +}  0 $(  r  S |4   r  S  4T  H  0޽h ? f3Eh___PPT10i..i@+D=' = @B +  0 (  r  S  4/    c hgֳgֳ ?4#" 0eww   H  0޽h ? f3Eh___PPT10i./-a+D=' = @B +  0N0 P (  ~  s *h4'G     c gֳgֳ 4T  H  0޽h ? 3f3ff33y___PPT10Y+D=' = @B +}  0  $(  r  S 4   r  S  4,  H  0޽h ? f3Eh___PPT10i. 0}+D=' = @B +}  0  $(  r  S & 4j  r  S '4   H  0޽h ? f3Eh___PPT10i.$+D=' = @B +  0 @ 0(  x  c $74q   x  c $8 4  H  0޽h ? f3Eh___PPT10i.YpE+D=' = @B +  0 (  x  c $ L4     S tM 4  r An action research is aiming at: to improve our own work and the way it is understood. to collaborate with others engaged in the project to help them improve their work; (Mctaggart,1997) Aiming at didactic methods and ignoring reflecetive ability in traditional in-service teacher training in China, this action research try to inspire in-service teachers reflective consciounsness and foster reflective ability. )7S  "    W   H  0޽h ? f3Eh___PPT10i. ˉ+D=' = @B +}  0  $(  r  S e4   r  S f 4  H  0޽h ? f3Eh___PPT10i.+D=' = @B +  0N0 p (  ~  s *m4'G     c ugֳgֳ 4T  H  0޽h ? 3f3ff33y___PPT10Y+D=' = @B +}  0 @$(  r  S ~4   r  S p 4z'  H  0޽h ? f3Eh___PPT10i.GӰT+D=' = @B +  0N0  (  ~  s *4'G     c Lgֳgֳ 4jT  H  0޽h ? 3f3ff33y___PPT10Y+D=' = @B +}  0 P$(  r  S ț4   r  S  4X  H  0޽h ? f3Eh___PPT10i.I!+D=' = @B +}  0 @$(  @r @ S 4   r @ S X 4zI  H @ 0޽h ? f3Eh___PPT10i.@?+D=' = @B +  0 @fT0(  Tr T S л4   ~ Y  cT #""Y   T T| 1?"6@ NNN?N@ Y  JWhat are the implications of the matter? which is best for this particular matter? What is the deeper meaning of what is happening, What does this matter reveal about the moral and political dimension of schooling? etc.   @` T THʽ 1?"6@ NNN?N @  QHaving considered the implications of the matter, establish a renewed perspectiveRRQ   @`D T T ۽ 1?"6@ NNN?N   zCritical     @`r  T Z 1?"6@ NNN?N@ Y  4What are alternative views of what is happening? How do other people describe and explain what s happening? How do other people accomplish this goal? etc.   @`  T T 1?"6@ NNN?N@  8Reframe the matter for reflection in light of alternative views, others perspectives, research, etc.ffe   @`G  T T 1?"6@ NNN?N  } Comparative      @`W  T T 1?"6@ NNN?N@ Y What is happening? $   @`Z  T T@  1?"6@ NNN?N@  "Describe the matter for reflection##"   @`X T T 1?"6@ NNN?N  Descriptive ,      @`I T T# 1?"6@ NNN?N@ Y Typical questions   @`B T T, 1?"6@ NNN?N@  x Definition      @`: T Tp6 1?"6@ NNN?N pReflection level  @`B T Bo ?"0@NNN?NYB T <1 ?"0@NNN?NYB T <1 ?"0@NNN?NYB T <1 ?"0@NNN?N Y B T Bo ?"0@NNN?N Y B T Bo ?"0@NNN?N B T <1 ?"0@NNN?N B T <1 ?"0@NNN?N@ @ B T Bo ?"0@NNN?NYY H T 0޽h ? f3Eh___PPT10i. +D=' = @B +  0 ` 0(  x  c $G4   x  c $I 4M,  H  0޽h ? f3Eh___PPT10i.X +D=' = @B +}  0 $(  r  S TW4   r  S Z 4z<  H  0޽h ? f3Eh___PPT10i.Ytb+D=' = @B +  0N0  (  ~  s *ti4'G     c Ljgֳgֳ 4T  H  0޽h ? 3f3ff33y___PPT10Y+D=' = @B +}  0 $(  r  S 4   r  S  4 p  H  0޽h ? f3Eh___PPT10i.T3+D=' = @B +   0     (   ~   s *4w)     0 HA  ? 4   Xr   0 `  r   6L    $ 0 | Planning. A E   r   6@   replanning> EA E   2   <\p  S  A X2   0p @2   T G!HQIj "` Jx  j acting A  2   ZrGDmHQIj "` ` W observing   A  2   T[8hGӧHQIj "`% *  X reflecting   A  2   NA G "`=  v action A  2   Z1اGȡHI"`% \ - m observation A   2   ZBeG9HI""`S   F A    Bl( p H  V reflection   A  H   0޽h ? @Eff؂o___PPT10e.+D=' = @B +}  0 p$(  r  S L4V   r  S  4z'Y  H  0޽h ? f3Eh___PPT10i.Sj+D=' = @B +}  0 $(  r  S l4   r  S D 4   H  0޽h ? f3Eh___PPT10i.U e[N+D=' = @B +i   0 x K(  r  S 4   r  S x 4   d! K #"2&k=bbbbd!I =  ` 1?"6@ NNN?NZ   sHow to collect data  @`7 ;  ` 1?"6@ NNN?NdZ   a4  @`I 9  `$ 1?"6@ NNN?N ]  sHow to analyze data  @`7 7  ` 1?"6@ NNN?Nd ]  a5  @`g 5  ` 1?"6@ NNN?N]  #How to report the research findings$$#   @`7 3  `h' 1?"6@ NNN?Nd]  a6  @`u 1  `x* 1?"6@ NNN?N! 'What does teachers as researchers mean?0( (  @`7 /  `D< 1?"6@ NNN?Nd! a7  @`W   `, 1?"6@ NNN?NZ  !How to design a research proposal"""  @`7   `TM 1?"6@ NNN?NdZ  a3  @`W   `O 1?"6@ NNN?N !Where to find relevant literature"""  @`7   `` 1?"6@ NNN?Nd a2  @`T   `4j 1?"6@ NNN?NP ~How to set a research question  @`7   `s 1?"6@ NNN?NdP a1  @`Q   `d 1?"6@ NNN?NP { As a teacher:$  @`*   ` 1?"6@ NNN?NdP T  @`B  Ho ?"0@NNN?NdB  B1 ?"0@NNN?NdPPB   B1 ?"0@NNN?NdB ! B1 ?"0@NNN?NdB " Ho ?"0@NNN?Nd!!B # Ho ?"0@NNN?Ndd!B $ B1 ?"0@NNN?N!B % Ho ?"0@NNN?N!B 0 B1 ?"0@NNN?NdB 4 B1 ?"0@NNN?Nd] ] B 8 B1 ?"0@NNN?Nd  B < B1 ?"0@NNN?NdZ Z H  0޽h ? f3Eh___PPT10i.Z,]+D=' = @B +Y  0 XXSdX(  r  S |P4   W 7  #":. @7 2 J T4 1?"6@ NNN?N7 h11.1  @`C I T 1?"6@`NNN?N7 yaverage   @`" H T 1?"6@ NNN?N 7 X  @`" G T 1?"6@ NNN?Nz  7 X  @`" F T 1?"6@ NNN?N'z 7 X  @`" E T8 1?"6@ NNN?Nl'7 X  @`+ C T 1?"6@ NNN?N  a5  @`0 B T 1?"6@`NNN?N  flowest  @`+ A T< 1?"6@ NNN?N  a7  @`1 @ T 1?"6@`NNN?Nz  gvillage  @`+ ? T 1?"6@ NNN?N' z  a2  @`0 > T 1?"6@`NNN?Nl ' ffemale  @`, < T  1?"6@ NNN?N   b18  @`1 ; T< 1?"6@`NNN?N   ghighest  @`+ : T  1?"6@ NNN?N   a2  @`. 9 T`) 1?"6@`NNN?Nz  dtown  @`+ 8 T$ 1?"6@ NNN?N' z  a7  @`. 7 T< 1?"6@`NNN?Nl '  dmale  @`Q 6 TT> 1?"6@ NNN?N l7 Middle school (9).  @`2 5 TLP 1?"6@ NNN?NG   h12.7  @`C 4 TX 1?"6@`NNN?NG   yaverage   @`" 3 THb 1?"6@ NNN?N G   X  @`" 2 T,k 1?"6@ NNN?Nz G  X  @`" 1 Tt 1?"6@ NNN?N'G z  X  @`" 0 T| 1?"6@ NNN?NlG '  X  @`+ . T̅ 1?"6@ NNN?N( G  a4  @`0 - TЎ 1?"6@`NNN?N( G  flowest  @`+ , T 1?"6@ NNN?N ( G  a7  @`1 + T( 1?"6@ NNN?Nz ( G  gvillage  @`+ * T` 1?"6@ NNN?N'( z G  a4  @`0 ) T 1?"6@ NNN?Nl( 'G  ffemale  @`, ' T  1?"6@ NNN?N (  b23  @`1 & T 1?"6@`NNN?N (  ghighest  @`+ % TΗ 1?"6@ NNN?N (  a3  @`. $ Tח 1?"6@ NNN?Nz (  dtown  @`+ # T 1?"6@ NNN?N' z (  a6  @`. " T(ܗ 1?"6@ NNN?Nl '(  dmale  @`V ! T 1?"6@ NNN?N l  Elementary school (10).  @`1   TD 1?"6@ NNN?Ni  g7.7  @`C  T,  1?"6@ NNN?Ni  yaverage   @`"  T 1?"6@ NNN?N i  X  @`"  T 1?"6@ NNN?Nz i  X  @`"  T\# 1?"6@ NNN?N'iz  X  @`"  T, 1?"6@ NNN?Nli'  X  @`+  T 5 1?"6@ NNN?NJi a6  @`0  T$> 1?"6@ NNN?NJi flowest  @`+  T9 1?"6@ NNN?N Ji a0  @`1  TP 1?"6@ NNN?Nz J i gvillage  @`+  TY 1?"6@ NNN?N'Jz i a3  @`0  Tb 1?"6@ NNN?NlJ'i ffemale  @`,  T,^ 1?"6@ NNN?N J b10  @`1  TLu 1?"6@ NNN?N J ghighest  @`+  Tp~ 1?"6@ NNN?N J a3  @`.  T  1?"6@ NNN?Nz  J dtown  @`+  T 1?"6@ NNN?N' z J a0  @`.   T 1?"6@ NNN?Nl 'J dMale  @`c   T, 1?"6@ NNN?N l  Kindergarten (3 ) >  @`9   T 1?"6@ NNN?N  oYears of teaching  @`E  T 1?"6@ NNN?Nz   {School location   @`-  T4 1?"6@ NNN?Nlz  csex  @`8  Tɘ 1?"6@ NNN?Nl  nTeaching stage  @`B K Bo ?"0@NNN?NB L <1 ?"0@NNN?N  B O <1 ?"0@NNN?N  B R <1 ?"0@NNN?N  B U Bo ?"0@NNN?N77B V Bo ?"0@NNN?N7B W <1 ?"0@NNN?Nll7B Y <1 ?"0@NNN?Nz z 7B [ <1 ?"0@NNN?N7B ] Bo ?"0@NNN?N7B x <1 ?"0@NNN?NlJJB y <1 ?"0@NNN?NliiB  <1 ?"0@NNN?Nl( ( B  <1 ?"0@NNN?NlG G B  <1 ?"0@NNN?Nl  B  <1 ?"0@NNN?NlB  <1 ?"0@NNN?N' '7B  <1 ?"0@NNN?N  7B  <1 ?"0@NNN?N 7H  0޽h ? f3Eh___PPT10i.Vo#+D=' = @B +$  0 ;30"(  r  S ؘ4    =2  #"2&E9FF2=   # l8 1?"`  bSetting in which participants were involved in order to understand his/her references and meaning ccb   @`#  # l 1?"`=  q "   @`S  # l 1?"` 3Help teacher educator(me) reflect teaching process 443   @`/  # l 1?"`= } &"   @`R v # l  1?"`   2Observe behaviors and interactions in the classes 332   @`# t # l 1?"`=   q    @`  # lH# 1?"`   a   @`0  # l- 1?"`=   ~ videotaping       @`O  # l.1?  KA summative assessment for the teaching methods of this course at the end LLL  @`2  # l81?=  post-questionnaire&"   @`1   # l:1?< Reflecting the class everyday"   @`   # lS1?=< xJournals  "   @`p   # lX^1?Q< lHand in at the beginning of the class, for understanding the background of reflection level of participants mmm  @`1  # lg1?=Q<  A personal development report      @`  # lDp1?2Q cfocus  @`(  # lz1?=2Q Written documents    @`B  To ?=22~B  N1 ?=QQ~B  N1 ?=<<~B  N1 ?=~B  N1 ?=  B  To ?=~B  N1 ?2B u <1 ?"0@NNN?N=  B  B1 ?"0@NNN?N=B  <1 ?"0@NNN?N=  B  To ?==B  To ?=2=B  T1 ?B  To ?B  To ?2H  0޽h ? f3Eh___PPT10i.3b+D=' = @B +  0 0P \(   r   S B4     ,z P  #""I ,z    T  1?"6@`NNN?N ,z eWhat do you think about the teaching methods in this course? What are the possible way to improve it?ff"8<  (   @`H   T8 1?"6@`NNN?N z ~Exit interview"   @`   Th 1?"6@`NNN?N,  What is the difference of the teaching methods in this course? Do you think about your teaching during or after the class in this course?8>  J   @`E   T 1?"6@`NNN?N  {Interview during teaching"  @`   TԪ 1?"6@`NNN?NS, What are the common teaching methods in the previous semesters? When teacher educator taught in didactic way, how do you learn?what is your purpose for this course?*?  e  @`;   TŚ 1?"6@`NNN?NS qInitial interview  @`-   TΚ 1?"6@`NNN?N ,S cfocus  @`7   T`ؚ 1?"6@`NNN?N S m Interview     @`B   Bo ?"0@NNN?N , B   B1 ?"0@NNN?NS,SB   B1 ?"0@NNN?N,B   B1 ?"0@NNN?N , B   B1 ?"0@NNN?Nz,zB   Bo ?"0@NNN?N zB   B1 ?"0@NNN?N zB   Bo ?"0@NNN?N, ,z ;  Nж 1?"6@ NNN?NIv P*The interview was conducted by Semi-structured ,both individual and focus group:Q nK2cPAP  H   0޽h ? f3Eh___PPT10i.^wY+D=' = @B +X  0 ogPI(  x  c $4     c $@ 4 M   K      F #""  _ ? T@ 1?"6@`NNN?N   5a colleague observes and documents during my teaching666  @`5 = T 1?"6@`NNN?N   k Field notes     @`Z % T 1?"6@`NNN?N  "Content and process of the course ##"   @`5 # T\ 1?"6@`NNN?N  k Lesson plan     @`p  Td 1?"6@`NNN?N 8Document and reflect my teaching process of each session998   @`0  T+ 1?"6@`NNN?N fDiary   @`  T3 1?"6@ NNN?N T  @`=  T< 1?"6@ NNN?N sWritten documents  @`B  Bo ?"0@NNN?NB  Bo ?"0@NNN?NB  B1 ?"0@NNN?N  B  <1 ?"0@NNN?NB $ B1 ?"0@NNN?NB 0 Bo ?"0@NNN?N B  Bo ?"0@NNN?NB 1 B1 ?"0@NNN?N B 4 Bo ?"0@NNN?N B  Bo ?"0@NNN?NB > <1 ?"0@NNN?N  H  0޽h ? f3Eh___PPT10i.5 p+D=' = @B +}  0 $$(  $r $ S K4   r $ S K 4T  H $ 0޽h ? f3Eh___PPT10i.`"+D=' = @B +}  0 ($(  (r ( S Y4   r ( S Z 4/%  H ( 0޽h ? f3Eh___PPT10i.`A6[+D=' = @B +  0N0  (  ~  s *j4'G     c `kgֳgֳ 4T  H  0޽h ? 3f3ff33y___PPT10Y+D=' = @B +$  0 ,$(  ,r , S p4   r , S q 4zY  H , 0޽h ? f3Eh80___PPT10.`$  0 0$(  0r 0 S `L4   r 0 S hqL 4 < L H 0 0޽h ? f3Eh80___PPT10.`pJx$  0 p$(  pr p S 4   r p S  4   H p 0޽h ? f3Eh80___PPT10.dz  0 -%t(  tr t S  4 ,Y    t Nhgֳgֳ ?' ;Findings II : All participants reach comparative reflection <%  < H t 0޽h ? f3Eh80___PPT10.E  0 x(  xr x S  4z'Y   x c 2Lgֳgֳ ?4#" 0e   H x 0޽h ? f3Eh80___PPT10.P$  0 d$(  dr d S 4   r d S  4   H d 0޽h ? f3Eh80___PPT10.5$  0 0 $(  r  S 4q   r  S  4   H  0޽h ? f3Eh80___PPT10.vŭ$  0 |$(  |r | S 4   r | S  4   H | 0޽h ? f3Eh80___PPT10.>$  0 $(  r  S P 4   r  S (  4   H  0޽h ? f3Eh80___PPT10.c$  0  $(  r  S 49   r  S  4   H  0޽h ? f3Eh80___PPT10.`  0N0  (  ~  s *4'G     c dgֳgֳ 4T  H  0޽h ? 3f3ff33y___PPT10Y+D=' = @B +$  0 4$(  4r 4 S 4ww   r 4 S  4X  H 4 0޽h ? f3Eh80___PPT10.`*Ը  0 0(  0r 0 S $ 4  H 0 0޽h ? f3Eh___PPT10i.PEtQ+D=' = @B +Lx[ lw`8cumcb%l̝-ǜcs6ۗE+Ȁ v(MiD4HeԨr!(*\*T&KD j* |viHN??7;i_ђGS$I@)BHMp)!%i!9 iRПʆ!#݇Dw!"HK\HY<>eH rH#x>:킯;"ly:eEo4=9MdvI KĚowvAӼuHAtbC/cwSMwQo O~[ G%}O߱-m]PKRڭgd=fE~7z;=bVrD+X+yb]{tn.(kw cρ8h*să|stT[;+gAYU/>kNY&qsV:Mْm?ݥBcp*\ՠ^܁xЀkZP_ K|pԘ\T`|p Kق뢂4C/Wn=g|V,NCT^F2G{'-6MX-okMՍ5tӗ](ˑfd).x6~p(\KO[ep3Іh5.5vH:)(r0wl{KG} C'>{&eY_ĵޝ 6@↠֗k;ut#k+A„{(^"!0vg^6jjb/u@\vx$UV߄_ʿT+K 5^MTTu[!đxDR"#41orq9o"%KY:5IMQ3U@֓] ?f0'^#\uh0ujlcS[Z[R64NTjQ :QNx!ݘ\~ik>7}X/5ȿ|#a Sk3bSh۴wUyLKxQ,!خ??>է8K>wAjoX |_<π{bX i.w7co2Z4[ˣǛLw8R \}o9\FA?# 'y,v`,j\a{E< s3.RaNwtpsaNj௎ oݵc:6紈Ǜ\^#/kERՁT."SN~YۺI,XSF~oou"Z BB]dI-紉iN7P-^W.'hZT"ޮVOӌm"H?XߢjѾ Czo2yF9i7GwN+<{8pI;ҒFeF:g[c Rn<1HMu߳¥`~u>Ɋk;[?ǿj DG_-\꺹됦,ܻЃ<mOf /5 gғlׁ̀~?S`go߃m~J*k̮=޾74|ߜ?n״o /AĎW8s(S?=Y]ٹsK2t50Z w-AFȇ ǟ W_r|3]{f>7% jx tww ؝(ح`waحrY@w3茣3g:{ys;wZ':ΫOg|}X_/Wz}Yow~~X?Oy~Y_om~_?֟C?x-_kZVkZjzQkZvSz~mPFqmRfymQ[VumSv}P;NsRn{Q{^wS~u|]XWuj]^רu`Tת됺v][׫ :#udݨn\7ueݪn]ucݩ\G]utݭ=غgW:N딺wݧ[zpZzd=]zb=\Ozf=]ϩuZN3za^\/ze^]uV]o7֛zk^wֻzo_sp}>Z':ΫOg|}X_/Wz}Y׷n}_?֏i~^_֯~[s.0 OkqP+JrR֒ZV5jZ֮ujZ֯ jڨ6Mjڬ6-jڪmjڮjکv]jڭv=jګ}jگ.W+J]RWu@]ZupR׮uzuAZuDݰՍ&uӺYݼnQ[խ6uۺ]ݾPw;՝먺Kݵ1uG[^u|P'IurR}~uz@=TS!zX=QGգ1z\=PO'Փ)zZ=QϬgճ9z^=NuFY/Ջ%zY^QWի5z]Ϊ zSRozWSuN}>TGcD}>UyL}>W/KJ}V_o7V}S߭Q~R?U~SowCTԅ.~'ZVjZV%Z^kԚV]Ժ^_ԆQm\ԦYm^[ԖUm]Զ]m_;ԎS\Ԯ[^{ԞW]ԾbaҢ=W^9[xma-wkxY\uKskl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 esl\6`.0 kk .Rr0  ELu *T0rOI@ 0=$@Lq\^ iG{aP%(./0G&G)9`[24L7J>B<>!I+D  5D W`1Oh+'0 hp    $,γ̸ĸʦ CUI YUNHUOCurtain Call995Microsoft PowerPoint 7.0@p,@`u?1@+, Ghg  ,V'&" WMFCb9 <8 EMF?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesCurrent UserSummaryInformation(=̭PowerPoint Document( aDocumentSummaryInformation8Root EntrydO)PJXPicturesCurrent UserJSummaryInformation(=̭&_aDominic MentorDominic Mentor