Abstract

This paper explains how a World Wide Web site was designed to assist preservice teacher education students in reflecting upon their learning and to assist a teacher educator to reflect upon his teaching in university classes. The students reflected on their learning experiences in university classes using a three-phase reflective framework: (1) analysis; (2) synthesis; and (3) theorizing. In the last phase, the students developed a metaphor to represent an optimum classroom learning environment. The Web site was designed using a FileMaker Pro database with a template for each influence on learning (personal, teaching, peer, and situational) to assist students in managing, sharing, and theorizing about their reflections. Students claimed that the Web site supported their reflections and the metaphor helped them to conceptualize the dynamics of classroom relationships, which also provided ongoing data for teacher reflection. (Contains 17 references.) (Author/SM)

Citation

Hoban, G. (2000). Integrating a Reflective Framework within Web-Based Templates for Student and Teacher Self-Study. Presented at American Educational Research Association Annual Meeting 2000. Retrieved August 10, 2024 from https://www.learntechlib.org/p/87625/.

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Classroom Environment
• Collegiality
• Computer Uses in Education
• elementary education
• Foreign Countries
• higher education
• Interpersonal Relationship
• metaphors
• Peer Influence
• preservice teacher education
• preservice teachers
• Reflective Teaching
• Teacher Educators
• World Wide Web