HKIER

Abstract

This study attempted to explore the levels of reflectivity attained by the preservice teachers in their perceptions of reflective teaching, and to investigate whether there were qualitative differences between the "commonsense thinkers" and the more reflective "alert novices" in their contents of reflection. The investigation consisted of a questionnaire study and in-depth interviews. In the questionnaire study, the technical level of reflection was found to be dominant among the preservice teachers, amounting to over 50% of the sampled subjects. The trend appeared to be that there might be a lack of congruence between preservice teachers' conceptions of teaching and learning and their levels of reflection. The interview findings were generally consistent with the questionnaire data which also showed a dominance of technical reflection. In convergence with the questionnaire findings, relatively few preservice teachers had attained the level of critical reflection as revealed in the interview data. These results, all in all, have suggested the necessity for a more critical deliberation upon the definition of reflective teaching and the nature of the content of reflection in teacher education as well as a more refined framework for assessing the level of reflectivity in future empirical studies.

摘要

本文是一個關於反思教學的感知研究，嘗試探討職前教師所達致的反思水平，並檢視「常理思考者」與「警覺新進」兩類職前教師在反思層面方面的分別。本研究採用問卷調查及面談兩個方法。問卷調查顯示，超過五成的職前教師仍處於技術反思水平；他們對教與學的感知與他們的反思水平並不一致。至於面談結果，大致印證了問卷調查的結論，其中技術反思水平的被訪者仍佔多數，只有少數能達致批判反思水平。這些結果顯示我們有必要檢視目前教師教育對反思教學的定義，以及對反思內容本質的理解；同時亦顯示一個更精細的反思水平評估架構對研究的必要性。