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| Course: |
Analysis of Teaching |
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| Code: |
EDTL 606 |
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| Semester: |
Fall 2003 |
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| Instructor: |
Dr. Marianne Lovik-Powers |
Reflection
Through this course, I have learned how to become a reflective teacher
and action researcher. Being a reflective teacher, I must be able to use
the fundamentals of research, which are observing, reflecting, and adjusting,
as guides to enhance my teaching level of effectiveness. To become an
action researcher, I, a reflective teacher, must be able to utilize the
action research process to increase the validity of my conclusions.
I have also learned a lot about NBPTS (National Board for Professional
Teaching Standards). NBPTS is encouraging me to develop my profession
to meet or exceed its standards. Exploring about NBPTS Application and
Guide can give me an insight about how to pursue and what needs to be
done in order to be an accomplished teacher.
This course also has taught me to evaluate myself based on the Five Core
Propositions of NBPTS. Those propositions can take me, as well as teachers,
deeper and deeper to realize not only what I am actually doing as a teacher,
but also why I am doing it. In addition, I also can realize why and how
things are going well and wrong. Finally, I will be able to use the Five
Core Propositions of NBPTS as a guide for professional development (mission
#1: maintaining high and rigorous standards for what accomplished teachers
should know and be able to do), a path toward increasing respect for teachers
(mission #2: maintaining high and rigorous standards for what accomplished
teachers should know and be able to do), and a model for educational reform
(mission #3: advocating related education reforms to integrate National
Board Certification in American education and to capitalize on the expertise
of National Board Certified Teachers).
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Books |
| Creswell, J.W. (2003). Research design qualitative, quantitative,
and mixed methods approaches (2nd edition). Thousand Oaks,
CA: Sage. |
| Crotty, M. (1998). The foundations of social research:
Meaning and perspective in the research process. London:
Sage. |
| Zachary, L. J. (2000). The mentor’s guide.
San Francisco, CA: Jossey-Bass. |
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Unit 1 - Introduction and Course Expectation |
Unit 2 - Reflective Practice |
Unit 3 - Educational Research Design |
Unit 5 - Five Core Propositions of NBPTS |
Unit 6 - Mentoring/Coaching |
Unit 7 - Critically Analyzing Your Teaching |
Unit 9 - NBPTS Application and Guide |
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