Chapter 15 Reflective Practice in the Teaching Profession: The Case of Training and Research Practices in the French Community in Belgium

Boucenna, Sephora; Charlier, Evelyne

doi:10.1108/s1479-3687(2013)0000019018

Cited by 2 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A qualitative research strategy, using individual semi-structured written student reflections, was applied (Rushton & Suter, 2012). The reflection encompasses the methods of introspection and retrospection that are of particular importance for revealing one's personal experience in a different socio-cultural context of a new country (Boucenna & Charlier, 2013). The research participants were free to choose the number of such situations to describe and to provide specific examples.…”

Section: Data Collectionmentioning

confidence: 99%

A study of foreign students’ intercultural experiences at Lithuanian University of educational sciences

Lasauskienė

2017

PROSOC

View full text Add to dashboard Cite

In different cultural context integration into academic and socio-cultural life of a university, language and other differences impose serious problems on each foreign student. Successful adaptation of the newly admitted students in a different cultural context is treated as one of the prerequisites for development of intercultural competence. The purpose of this study is to reveal the experience of foreign students, which is related to developing intercultural competence of pre-service music teachers. A qualitative research strategy was chosen for this study, using semi-structured written student reflections. The sample of the research included 36 foreign Master's degree students (Chinese), who chose studies at Lithuanian University of Educational Sciences (Music Education). The results of qualitative content analysis as an outcome of qualitative diagnostics have revealed the factors (educational, psychological, cultural, individual) influencing intercultural competence of future music educators (foreign students). The research was carried out in 2014-2016.

show abstract

Section: Data Collectionmentioning

confidence: 99%

A study of foreign students’ intercultural experiences at Lithuanian University of educational sciences

Lasauskienė

2017

PROSOC

View full text Add to dashboard Cite

show abstract

“…The efficacy of reflection on practice requires recognition of its value toward personal and professional growth. This concept has become widely recognized as reflective practice and has taken a prominent role in teacher training (Boucenna & Charlier, 2013). As such, a pillar of the Reggio Emilia philosophy that is embodied in the laboratory setting is the placement of high value on critical reflection, especially gained through dialogue (Gandini, 1993).…”

mentioning

confidence: 99%

Pre-service teachers' epistemic thinking in an inquiry-based early childhood laboratory school : an exploratory case study

Foss¹

View full text Add to dashboard Cite

At the intersection of scholarly literature on education psychology and early childhood education, documentation of pre-service teachers (PSTs) epistemic thinking can serve to clarify and guide how instructional practice is interpreted. This exploratory case study fills a critical gap in the field of epistemology by providing a profile of PSTs beliefs contextualized in a laboratory school supportive of inquiry-based methods for teaching and learning. Using qualitative content analysis, data compiled from interviews and observations of teaching were analyzed from a convenience sample of eight PSTs located in a Midwestern university. Analysis on the individual level, and across the data, revealed the epistemic patterns of thinking deduced from the theoretical work of Hofer (1999) and Kuhn (2001) as articulated in a hybrid model by Feucht (2011). A survey of epistemic beliefs that pre-service teachers could reflect upon in the laboratory school setting is presented alongside key implications for practice. Key findings suggest PSTs demonstrated the capacity to reflect upon a variety of beliefs, with sources of authority for receiving knowledge being witnessed as having an influence on interpretation of practice. Teacher candidates uniquely espoused the value of learning from experience to make judgements about instructional practice; however, participants generally justified practice from subjective positions as opposed to coupling their reflective capacities with evidenced-based theory. Therefore, triangulation revealed an overall pattern of epistemic thinking where six individuals were recognized as having beliefs reflective of a multiplistic nature. In addition, one PST evidenced evaluativistic tendencies, while another's beliefs could not be verified, signifying a period of transition regarding epistemological development was occurring. This work is dedicated to all those who act on the belief that children are a pillar of community. We all benefit from the respect in your voice and potential in your eyes. 6 AcknowledgementsIn loving memory of the unsung educators who have gone before us, including Beth Lowe, Edita Ljevo, and my parents, Felix and Pansy Foss. On this side of the veil, the wisdom found in their life's work protecting children and legacy of care resonates.Special thanks to Karen Harbeck, my dissertation committee, and to all of those at Northeastern who advocate for research that supports a more just and equitable world. I would be remiss not to recognize all of the teachers that took part in this study as well as Nathan Ziegler, Kay Cutler, Laura Gloege, Greg Strong, Cory Willey and a host of friends in the scholarly community that know how to move the needle forward. I would also like to acknowledge any reader working on their own dissertation, who may take heart that any completed and polished project conceals the early morning writing, false starts, and multiple iterations. This project was developed through conversations with children, families, and educators over four cou...

show abstract

Chapter 15 Reflective Practice in the Teaching Profession: The Case of Training and Research Practices in the French Community in Belgium

Cited by 2 publications

References 1 publication

A study of foreign students’ intercultural experiences at Lithuanian University of educational sciences

A study of foreign students’ intercultural experiences at Lithuanian University of educational sciences

Pre-service teachers' epistemic thinking in an inquiry-based early childhood laboratory school : an exploratory case study

Contact Info

Product

Resources

About