The nature of teacher reflective practice in an unforgiving learning environment
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Alexander, Lesley Dianne
issued: 2009-05-28T23:17:16Z
issued: 1998
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: This study supported Schon's notions of reflective practice as being applicable to teachers involved in teaching physical activities in the context of unforgiving learning environments and specifically to teachers in the sport diving community. According to Schon, one's ability to recognize patterns and act effectively and efficiently in situations of uniqueness and uncertainty depends upon one's capacity to frame problems. In doing so, one draws upon a repertoire of past experience arid ways of capturing that experience which enables the development of the ability to reframe problems in light of information gathered from the direct experience. Reframing occurs through the processes of reflection-in-action and reflection-onaction and is a response to an internal dialogue related to the action setting, in which something has not happened as expected, thus producing a curious or intrigued response. A number of issues specific to teacher reflection in unforgiving learning environments emanated from the analysis of one sport diving teacher engaged in teaching an entry-level sport diving course which involved three different teaching environments (the classroom setting, the confined water [pool] and open water [ocean] environments). Three research questions guided the analysis. In answer to the first research question: What factors do sport diving practitioners reflect upon in each of the three environments? six reflective themes were identified in this case study with five being common across the three teaching environments and the remainder being specific to the classroom environment. The common themes were: a trusting relationship, the necessity of teacher control, to see the 'unforgivingness' of the environment, learning from one's practice, challenges to one's practice and understanding one's practice. In answer to the second research question: What influences the reflective process? the analysis revealed thirteen underlying or influencing factors or dispositions ac…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/8417
extent: 13028765 bytes
format: application/pdf
note: THE NATURE OF TEACHER REFLECTIVE PRACTICE IN AN UNFORGIVING LEARNING ENVIRONMENT by Lesley Dianne Alexander Bachelor of Physical Education, University of British Columbia, 1979 Master of Physical Education, University of British Columbia, 1982 Master of Education, University of British Columbia, 1989 A Thesis Submitted in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy In The Faculty of Graduate Studies The Centre for the Study of Curriculum and Instruction We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA April, 1998 © Lesley Dianne Alexander, 1998 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. fpLCUUy OF &LLCI/\rflQ^ • Department of fCUrlHtCULUM ¥ /NSfTWCnod ) The University of British Columbia Vancouver, Canada DE-6 (2/88) The Nature of Teacher Reflective Practice ii Abstract This study supported Schon's notions of reflective practice as being applicable to teachers involved in teaching physical activities in the context of unforgiving learning environments and specifically to teachers in the sport diving community. According to Schon, one's ability to recognize patterns and act effectively and efficiently in situations of uniqueness and uncertainty depends upon one's capacity to frame problems. In doing so, one draws upon a repertoire of past experience arid ways of capturing that experience which enables the development of the ability to reframe problems in light of information gathered from the direct experience. Reframing occur…
has type: Thesis/Dissertation
date issued: 1998-05
is shown at: 10.14288/1.0054819
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/8417