Document Type
Article
Publication Date
2012
Abstract
Introduction: Longitudinal investigation on the impact of self-reflection on the practices of novice teachers in California Catholic schools. Materials and Methods: Initial questionnaire at the beginning of their second academic semester; second questionnaire, individual interview and video of participant teaching in class at the end of the aforementioned semester; focus group with participants at the end of their second academic year. Results: Modifications in the classroom resulting in the incorporation of students' interests to the preparation and delivery of lessons, increased use of cooperative groups and more directions prior to and during explanations. Discussion: Self-reflection should become an essential component in teachers´ coursework.
Original Publication Citation
Ramos, Francisco. (2012). “Steering a Drifting Ship: Improving the Preparation of First-Year Catholic School Teachers Through Self-Reflection”. ESE. Estudios sobre educación, 22, 73-91.
Publisher Statement
Education Studies is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Spain.
Digital Commons @ LMU & LLS Citation
Ramos, Franciso, "Steering a Drifting Ship: Improving the Preparation of First-Year Catholic School Teachers Through Self-Reflection" (2012). Education Faculty Works. 8.
https://digitalcommons.lmu.edu/education_fac/8
