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Reflection in Teacher Development

In: Reimagining New Approaches in Teacher Professional Development

Author

Listed:
  • Ulas Kayapinar

Abstract

Correlative and empirical studies on reflection seem to have a lack of concern regarding teacher development. This chapter presents the reflective practitioner development model (RPDM) for professional development of teachers based on principles of reflection and measurement of the development of teachers' reflective abilities and self-efficacy. The model focuses on reflective development of practitioners with self-efficacy, the procedure of the program, and the measurement of reflection and self-efficacy of teachers. It was tested through collecting quantitative and qualitative data. The findings suggest that the model had strong evidence for the educators to use, including the support to creating and promoting reflection and self-efficacy.

Suggested Citation

  • Ulas Kayapinar, 2018. "Reflection in Teacher Development," Chapters, in: Vimbi Petrus Mahlangu (ed.), Reimagining New Approaches in Teacher Professional Development, IntechOpen.
    • Handle: RePEc:ito:pchaps:141112
    DOI: 10.5772/intechopen.78257
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    File URL: https://www.intechopen.com/chapters/61736
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    File URL: https://libkey.io/10.5772/intechopen.78257?utm_source=ideas
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    Citations

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    Cited by:

    1. Marianne Estabella Fung & May Siaw-Mei Liu, 2018. "Assessing Student Reflection in a Malaysian Classroom," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 4(4), pages 272-279.

    More about this item

    Keywords

    reflection; self-efficacy; professional development; measurement;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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