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Reflection on teaching action and student learning

dc.rights.licenseCC0en_US
dc.contributor.authorJulie Lefebvre
dc.contributor.authorHélène Lefebvre
dc.contributor.authorJérôme Gauvin-Lepage
dc.contributor.authorRaymonde Gosselin
dc.contributor.authorDan Lecocq
dc.date.accessioned2024-12-20T11:07:13Z
dc.date.available2024-12-20T11:07:13Z
dc.date.issued2023-11
dc.identifier.issn0742-051Xen_US
dc.identifier.urihttps://luck.synhera.be/handle/123456789/2974
dc.identifier.doi10.1016/j.tate.2023.104305en_US
dc.description.abstractTeaching and Teacher Education 134 (2023) 104305en_US
dc.description.abstractenReflection on teaching practice has been recognized to improve teaching skills. However, teachers do not always know how to use it. This qualitative study [1][1] is aimed at better understanding how reflection can help transform teachers’ views of their practice. Logbooks, videos and simple self-confrontations were tested. The reflection supported by the use of these tools, has led to a change in the way they view their teaching. Planning, activity variation, student characteristics, teacher-student relationship and classroom management have been identified as reflective practice outcomes connected to factors that can influence learning.en_US
dc.description.sponsorshipREGen_US
dc.language.isoFRen_US
dc.publisherelsevieren_US
dc.relation.ispartofTeaching and Teacher Educationen_US
dc.rights.uriinconnuen_US
dc.subject.enReflective practice, Reflective tools, Professional competencies, Health professions teachersen_US
dc.titleReflection on teaching action and student learningen_US
dc.title.enReflection on teaching action and student learningen_US
dc.typeArticle scientifiqueen_US
synhera.classificationSciences de la santé humaineen_US
synhera.institutionHE Libre de Bruxelles Ilya Prigogineen_US
synhera.cost.totalinconnuen_US
synhera.cost.apcinconnuen_US
synhera.cost.compinconnuen_US
synhera.cost.acccompinconnuen_US
dc.description.versionOuien_US
dc.rights.holderinconnuen_US
synhera.identifier.orcidwork141626517


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