The Evolution of the Social Roletaking and Guided Reflection Framework in Teacher Education: Recent Theory and Quantitative Synthesis of Research.
Overview & Synopsis
Addresses the lack of theory and directing constructs for reflective practice in teacher education, reviewing Vygotskyian and Piagetian theoretical tenets, relating them to a developmental action/reflection framework for adult learners, and summarizing a taxonomy for differentiating reflection according to adult learners' needs. Summarizes the results from seven studies that used the framework. (SM)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | The Evolution of the Social Roletaking and Guided Reflection Framework in Teacher Education: Recent Theory and Quantitative Synthesis of Research. |
|---|---|
| Author / Organization | Reiman, Alan J. |
| Subject & Discipline | Adult Learning, Cognitive Development, College Students |
| Categories | Education & Pedagogy |
| Publication Year | 1999 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-240932 |
| Original Source Link | Visit Source Page on eric.ed.gov » |