tpo9 reading2

Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish–a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. （It was used by a group of teachers over a period of years.） They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy.（It involved having teachers take part in discussions of classroom events.） The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.（It was designed so that teachers would eventually reflect without help from others.）

Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian - and not rich or detailed enough to drive systematic reflection."（Examine thoughtfully the possible causes of events in their classrooms.） Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.

 

Helping this group of teachers to revise their thinking about classroom events became central. （comments）This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.（describes）

It describes and comments on steps taken to overcome problems identified earlier in the passage.

 

Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills.（Teachers can afford to engage in reflection only after other needs have been met） The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. （Teachers will become more comfortable（无中生有的比较） with the process of reflection if they receive help from administrators.）Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."

 

There appear to be many unexplored matters about the motivation to reflect （Many aspects of the motivation to reflect have not been studied）– for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.

要有主句的意思，例子不能成为主句

 

Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.

原文中是如何能好的reflection

Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.

就是说要看句子的主干是什么意思