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Pema's Reflective Practices: Narrowing the Gap between Espoused and Enacted Beliefs

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Bibliographic Details
Title: Pema's Reflective Practices: Narrowing the Gap between Espoused and Enacted Beliefs
Language: English
Authors: Tandin Wangdi, Mathematics Education Research Group of Australasia (MERGA)
Source: Mathematics Education Research Group of Australasia. 2025.
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 8
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 8
Junior High Schools
Middle Schools
Descriptors: Foreign Countries, Teacher Attitudes, Constructivism (Learning), Secondary School Teachers, Mathematics Education, Reflection, Faculty Development, Grade 8, Rural Schools, Relevance (Education), Lesson Plans, Planning
Geographic Terms: Bhutan
Abstract: This case study examined a Bhutanese teacher, Pema's reflective practices and their effects on her beliefs and classroom practices over a sequence of four lessons sandwiching a professional development. Three instances of reflection (before, during and after each lesson) were analysed to determine the shift in her beliefs and practices. The result revealed that reflective practices challenged her beliefs and routine practices, resulting in a shift from a traditional view to a more constructivist approach in teaching.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED676464
Database: ERIC
Description
Abstract:This case study examined a Bhutanese teacher, Pema's reflective practices and their effects on her beliefs and classroom practices over a sequence of four lessons sandwiching a professional development. Three instances of reflection (before, during and after each lesson) were analysed to determine the shift in her beliefs and practices. The result revealed that reflective practices challenged her beliefs and routine practices, resulting in a shift from a traditional view to a more constructivist approach in teaching.