Case Studies, Special Education Preschool Teachers Teaching Reflection

This research describes and analyzes the reflection on teaching of one special educator in the quality research method. The researcher chooses one teacher from a university-affiliated special education school as a target of the case study and goes into the real context of instruction and daily living of the teacher using a"down-up"way of research.The research demonstrates that the dynamic factors of reflection on teaching include educational ideals, values and purposes of life, characteristics, knowledge of special education and knowledge of and concept toward exceptional children. The content of reflection on teaching includes introspection of instructional work (teaching design, accidental events during teaching, out-school tutorship), introspection of management (students management, faculty management and parents affairs), introspection of instructional environment in school (hardware condition, research atmosphere, learning atmosphere). The methods of reflection on teaching include writing teaching diaries, reading theoretic materials, writing semester plan and sum-up, using internet resources and conducting interaction among students, parents and other teachers. The contextual factors affecting reflection on teaching include social concept toward special education and exceptional children, parents'perception and expect of their children, evaluation approaches of performance of teachers, welfare of teachers, schedule in school and management of school leaders.This research comes out with that there're"reflection-before-action"and"reflection-in-action"in addition to"reflection-on-action". The positive effect of reflection on teaching has on practice is only one possibility and it may have negative effects too. The methods of reflection on teaching can be divided into three levels-philosophical method, ideal method and concrete method. The factors of reflection on teaching are interrelated and interact with one another. Effective reflection on teaching on takes on more in a state of living, which requires educator to introspect in a living situation and to live introspectively.