The workshop is one of the most important methods of teacher training in K12. However， a series of problems have been found in this form of training， including insufficient motivation， decontextualized curriculum， passive learning and unexpected results. According to Teacher education curriculum standards in 2011， teachers are supposed to be reflective practitioners since they can promote their specialization by introspecting educational experiences and improving on teaching behaviors. This process puts emphasis on teachers’ subjectivity， focusing on teaching situation and interacting reflection with practice. As a consequence， reflective practice is able to make a theoretical effort to teacher workshop. By teasing out classical theories and representative modes， this paper has analyzed basic elements of reflective practice and fundamental steps of teacher workshop. Based on those courses and elements， a new model of teacher workshop has been framed from the perspective of reflective practice. Moreover， this model contains following parts: practical experiences， problems detecting， themes refining， scaffolding， cases observing， multi-perspective reflection， expressing， concept reconstructing， program， practice， outcome， hypothesis testing， and practical knowledge. On top of that， the thesis has employed this original model， taking children evaluation by information technology for instance. |
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