Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning

ABSTRACT

Teacher reflection has been at the core of teacher development efforts for almost 100 years, yet inconsistency in the literature results from a lack of clarity on how reflection is conceptualized—from its purpose to processes, and how they relate to refining teacher practice. This article draws from research in cognitive science to explain how engaging in an ongoing reflection approach, focused on observations of real classrooms, can help teachers refine their responses to classroom situations over time. The authors also provide examples of this reflective approach from an online course for early childhood teachers focused on improving teacher–child interactions in the classroom.

KEYWORDS:

• Reflection
• cognitive science
• teacher learning

Acknowledgments

The authors wish to thank Sonia Cabell and Kara Weisman for their contributions to our work.

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grants R305B040049 and R305A100154 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

Notes on contributors

Faiza M. Jamil

Faiza M. Jamil is an assistant professor of child development in the College of Education at Clemson University. Her research focuses on teacher effectiveness and psychosocial functioning.

Bridget K. Hamre

Bridget K. Hamre is the associate director of the Center for Advanced Study of Teaching and Learning at the University of Virginia. Her research focuses on effective teacher-child interactions.