英文摘要 |
The purpose of the study is to explore the graduate students' reflection which they experienced the actual learning contexts. The role of reflection for students' construction of knowledge is also discussed. The analysis of students' reflection was based on the four levels of reflection: content-based reflection, metacognitive reflection, self-authorship, transformative reflection (Grossman, 2008). Content analysis method was employed in this study. Participants were 25 graduate students who were enrolled in the course of Teaching Strategies. They had accepted ”action-reflection” teaching (Hsu, 2007) for a semester. Students' reports, experimental teaching practice CD, dialogue in the classroom were collected for analysis. The findings revealed that students were engaged in content-based reflection most frequently, metacognitive reflection was second, both self-authorship and transformative reflections appear seldom. Students constructed knowledge through content-based reflection. The perceptions of difficulty of transformation of teaching theory to teaching actions were found in the metacognitive reflections. |