Agricultural education preservice teachers’ metacognitive processes and reflective observations during a reflection-in-action activity

Bowling, Amanda; Giorgi, Aaron; Filson, Caryn; Kitchel, Tracy

doi:10.1016/j.tate.2022.103695

Cited by 5 publications

(5 citation statements)

References 21 publications

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“…67 This is in line with the napa discovered by Amanda Bowling et al, which states that RT will support the metacognitive improvement of teachers. 68 This study also found it inconsistent with previous research that the reflectivity of teachers will support the morale of students in the process of interaction during and outside of learning.…”

Section: E Discussioncontrasting

confidence: 98%

Reflective Teaching Practice: Insight(s) from Indonesia’s Pesantren

A'la,

Sun,

Hilmy

et al. 2023

JPAI

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Reflective teaching (RT) is a strategy used by teachers to improve their professionalism in the learning process. This indicator has long been debated and investigated in the field of education. However, few have examined the realm of Islamic education institutions, which have distinct qualities. As a result, the purpose of this study was conducted to investigate how teachers in Indonesian Islamic education institution implement RT. Quantitative questionnaires were administered via Google Forms, and semi-structured interviews were conducted via online focus group discussions (FGDs). This study included 19 pesantren teachers from Indonesia's Java, Sumatra, and Sulawesi Islands. The findings revealed that pesantren teachers used three types of reflection positively well. All the six RT indicators for teacher were proved to be significant. RT in Islamic education institution has been shown to apply Kyai's guidance as one of several techniques for improving teaching quality. However, the RT technique of writing a journal has not been generally adopted by teachers in pesantren.

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Section: E Discussioncontrasting

confidence: 98%

Reflective Teaching Practice: Insight(s) from Indonesia’s Pesantren

A'la,

Sun,

Hilmy

et al. 2023

JPAI

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“…Finally, the debrief discussions were centered on epistemic frames of providing feedback, attending to science concepts, highlighting PK, focusing on student learning and prompting teacher reflection. The findings align with previous studies that explored debrief meetings for supporting teacher reflection (Bowling et al, 2022), providing feedback about science content and PCK (Hinojosa, 2022;Kind and Chan, 2019) and attending to student learning (Wieselmann and Sager, 2023). Given the significant epistemic frame of teacher reflection within our network graph (see Figure 2), Nick engaged in reflection and effectively drew upon his experiences teaching the lesson when prompted.…”

Section: Discussionsupporting

confidence: 88%

“…Given the significant epistemic frame of teacher reflection within our network graph (see Figure 2), Nick engaged in reflection and effectively drew upon his experiences teaching the lesson when prompted. However, according to Bowling et al (2022), explicit prompting for reflection leading to surface-level responses for early-career teachers appears to be a common problem. In addition to teacher reflection, providing feedback on the lesson implementation was a strong epistemic connection (see Figure 2).…”

Section: Discussionmentioning

confidence: 99%

“…, 2015) and modeling (Hinojosa, 2022) are recommended as ways to promote deeper teacher reflection, and these supports are often necessary to reach the depth of reflection that leads to meaningful changes in instructional practice. For example, Bowling et al. (2022) found that pre-service teachers' reflections were initially shallow in nature, lacking an understanding of the complexities of the classroom environment; however, guided reflection exercises can support early-career teachers in developing the skills needed to advance beyond shallow reflection and translate into more informed decision-making in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Supports such as scaffolding (Moore-Russo and Wilsey, 2014), facilitation (Toom et al, 2015) and modeling (Hinojosa, 2022) are recommended as ways to promote deeper teacher reflection, and these supports are often necessary to reach the depth of reflection that leads to meaningful changes in instructional practice. For example, Bowling et al (2022) found that pre-service teachers' reflections were initially shallow in nature, lacking an understanding of the complexities of the classroom environment; however, guided reflection exercises can support early-career teachers in developing the skills needed to advance beyond shallow reflection and translate into more informed decision-making in the classroom. Further, early-career teachers often find it challenging to engage in reflection, as they often seek specific advice and recommended concrete steps for addressing particular situations rather than being supported in their own reflective practices to enhance their teaching (Svojanovsky, 2017).…”

Section: Reflecting On Instructionmentioning

confidence: 99%

See 2 more Smart Citations

Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach

Sager,

Wieselmann

2023

IJMCE

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PurposeThis paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.Design/methodology/approachIn this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.FindingsQuantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.Research limitations/implicationsAll data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.Practical implicationsThis study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.Originality/valueThe ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.

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Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis

Zhao,

Wang,

2024

Educ Inf Technol

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Agricultural education preservice teachers’ metacognitive processes and reflective observations during a reflection-in-action activity

Cited by 5 publications

References 21 publications

Reflective Teaching Practice: Insight(s) from Indonesia’s Pesantren

Reflective Teaching Practice: Insight(s) from Indonesia’s Pesantren

Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach

Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis

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