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Unformatted text preview: ultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become 271
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reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflectfor example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. Paragraph 1: Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching. 1. The word justified in the passage is closest in meaning to ○supported
2. According to paragraph 1, it was believed that reflection could help teachers ○understand intellectual principles of teaching
○strengthen their intellectual connection to their work
○use scientific fact to improve discipline and teaching
○adopt a more disciplined approach to teaching
Paragraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourisha subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner. 3. The word flourish in the passage is closest in meaning to ○continue
4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT: ○It was designed so that teachers would eventually reflect without help from others
○It was used by a group of teachers over a period of years.
○It involved having teachers take part in discussions of classroom events
○It involved having teachers record in writing their re...
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This note was uploaded on 09/17/2013 for the course LANGUAGE 13DL208 taught by Professor Wang during the Fall '13 term at East China Normal University.
- Fall '13