Lai Guolin (2 results)
- Softcover
Seller: Mispah books, Redhill, SURRE, United KingdomMispah books
Contact seller4-star sellerCondition: Used - As new
US$ 178.80
US$ 33.38 shippingShips from United Kingdom to U.S.A.Quantity: 1 available
Paperback. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
- Softcover
- Print on Demand
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
Contact seller5-star sellerCondition: New
US$ 81.07
US$ 70.32 shippingShips from Germany to U.S.A.Quantity: 2 available
Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - How to improve preservice teachers criticalreflection capability remains an actively debatedtopic. Recent years have witnessed an emergence ofdevelopment in Web-based educational systems to helpprepare teacher candidates. However, scaffo…lding forthe articulative/reflective attribute of meaningfullearning is rarely evident in these systems. The bookused explanatory mixed methods to examine the effectsof two computer-based scaffolds, question prompts andwriting process display, on preservice teachers reflective journal writing. The context of thisbook was a large scale electronic portfolio system.Quantitative results indicated that the scaffoldssignificantly enhanced participants reflectivethinking capability, and qualitative resultsexplained why. Hence, it is hoped that the analysesand results of the book can help inform others on howto leverage the affordances of computer-basedscaffolds to enhance preservice teachers reflectivepractice in technology-enhanced educational systems.; How to improve preservice teachers criticalreflection capability remains an actively debatedtopic. Recent years have witnessed an emergence ofdevelopment in Web-based educational systems to helpprepare teacher candidates. However, scaffolding forthe articulative/reflective attribute of meaningfullearning is rarely evident in these systems. The bookused explanatory mixed methods to examine the effectsof two computer-based scaffolds, question prompts andwriting process display, on preservice teachers reflective journal writing. The context of thisbook was a large scale electronic portfolio system.Quantitative results indicated that the scaffoldssignificantly enhanced participants reflectivethinking capability, and qualitative resultsexplained why. Hence, it is hoped that the analysesand results of the book can help inform others on howto leverage the affordances of computer-basedscaffolds to enhance preservice teachers reflectivepractice in technology-enhanced educational systems.
