Summer 2009 Special Issue
CALL FOR MANUSCRIPTS
Special Issue of Action in Teacher Education: "Research on Teacher Reflectivity: The Impact on Teaching and Learning"
Summer 2009 Issue
Manuscripts should be received by January 15, 2009.
Edward G. Pultorak, Ph.D., Guest Editor
Many teacher education programs have a teacher reflection component and/or model. Yet, the literature provides very little information regarding the impact of reflection on teacher performance, teacher retention, and student learning. The goal of this special issue of Action is to provide greater clarity about the particular kinds of reflection that matter and avoid talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. Manuscripts are requested that offer information regarding the impact of teacher reflectivity on (1) teacher performance, (2) teacher retention, (3) student learning and (4) other important aspects of teaching, learning and teacher education. We are particularly interested in research-based articles related to this topic and will also consider research syntheses, theory to practice articles, etc. After an initial review by the editor, manuscripts that meet specifications will be blind reviewed.
Manuscripts that address questions similar (but not limited) to those listed below are encouraged.
(a) Which types of reflectivity activities are most helpful? Do written reflections have a different effect than verbal reflections (as in conferencing questions)?
(b) Does teacher reflectivity have a long term effect? For example, are individuals who graduate from teacher education programs that promote teacher reflectivity more likely to stay in teaching after their first year of teaching than those who do not?
(c) Does the preparation of Cooperating Teachers and University Supervisors concerning teacher reflectivity make a difference? Is there a significant difference in effectiveness between those educated in various ways to foster teacher reflectivity in novice teachers?
(d) Does guidance from University and/or School Supervisors (mentor etc.) help? For example, are preservice teachers more likely to reflect over important issues if comments are provided (written or verbal) as part of the reflection?
(e) How much time should be spent in reflection? Is there a significant difference in effectiveness depending upon the amount of time spent in reflection? Is there an optimum amount of time and at what point does the value diminish?
(f) Does teacher reflection matter for student growth and achievement? Is it possible to documentlinks between teacher preparation programs that encourage teacher reflection and gains instudent outcomes?
(g) What is the perception of the international community regarding the impact of teacher reflectivity on teacher performance, teacher retention, student learning and other important aspects of teaching, learning and teacher education?
To download the complete Call for Manuscripts, click here.
