Creating a dialogic space for prospective teacher critical reflection and transformative learning

Liu, Katrina

doi:10.1080/14623943.2017.1361919

Cited by 43 publications

(37 citation statements)

References 16 publications

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“…One of these challenges has to do with the observation that student teachers need assistance in order to learn to reflect. The question thus becomes how teacher education can best provide this assistance (Beauchamp 2015;Blomberg et al 2014;Gelfuso and Dennis 2014;Liu 2017). This paper contributes to this challenge by means of a case study on collaborative reflection conducted over the course of 5 weekly sessions between a teacher educator and 14 preservice teachers who were in the process of completing practicums at different schools.…”

mentioning

confidence: 99%

Supporting collaborative reflection in teacher education: a case study

Clarà

Mauri

Onrubia

2019

European Journal of Teacher Education

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The aim of this paper is to understand how certain educational supports promote preservice teachers' learning to reflect in collaborative settings. To address this issue, we present a case study on collaborative reflection among 14 preservice teachers and one teacher educator over the course of five weekly consecutive sessions. The results suggest that collaborative reflection can be supported by organizing the process according to a twofold dynamic: from analysis to synthesis, and from open facilitation to directive facilitation. Six different types of assistance related to this dynamic, and provided by the teacher educator, are identified and qualitatively described: framing, oppositional voice, counterpoising alternatives, asking for the dilemma, problematizing, and modelling.

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mentioning

confidence: 99%

Supporting collaborative reflection in teacher education: a case study

Clarà

Mauri

Onrubia

2019

European Journal of Teacher Education

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“…Para ello se requería elaborar buenas preguntas que actuaran como gatilladoras o generadoras de conflicto para profundizar el análisis (Gelfuso, 2016). De esta forma, el mayor desafío se instala en poder equilibrar mejor un estilo de conducción: más abierto en el inicio de la discusión, para favorecer que emerjan las problemáticas de interés y más directivo hacia el final, para hacer converger las voces participantes (Liu, 2017). 4.…”

Section: Algunas Reflexiones Finalesunclassified

Supervisión y acompañamiento de prácticas profesionales. Desarrollo de un enfoque de reflexividad práctica desde un self-study colaborativo

Gálvez

Lorca

Pérez

et al. 2020

RIEOEI

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Este artículo recoge el proceso de indagación colectivo y sistemático de cuatro académicas en relación a la enseñanza de la reflexión en el contexto de prácticas profesionales en estudiantes de pedagogía a través de la metodología de self-study. Sus resultados manifiestan las tensiones profesionales suscitadas de la revisión de nuestras prácticas de enseñanza, la relevancia de las propias concepciones sobre el rol docente y la importancia de la comunidad de amigos críticos en el proceso reflexivo para poner en valor los dilemas y aprendizajes de un ejercicio profesional muchas veces solitario y poco estudiado. En ese contexto, el self-study busca ser tanto un enfoque de investigación de la propia práctica en académicos universitarios, como una instancia para mejorar las prácticas de enseñanza a través de la generación de conocimientos prácticos de la profesión con el fin de posibilitar mejores aprendizajes en los estudiantes de pedagogía.

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“…However, in reality, it is somewhat difficult to have a real three-way conference because as soon as an observation is completed, while the student teacher meets with the supervisor, the cooperating teacher has to resume the teacher role to work with the students. Due to the lack of common time for post-teaching conferences, the threeway triad, although technically exists, does not achieve its real potential of dialog and collaborative reflection (Liu 2017) to support preservice teachers' development.…”

Section: Participants and Context Of The Studymentioning

confidence: 99%

“…An important angle in both approaches has been the introduction of critical reflection based on the ideas of Schon, van Manen, and Mezirow (Turner-Muecke 1987;Liu 2015) particularly in the context of electronically mediated supervision contexts, such as the use of ePortfolios (Thomas and Liu 2012;Liu 2017). Moreover, organizations such as the American Association of Teacher Education (AACTE), the National Council for Accreditation of Teacher Education (NCATE), and the Council of Chief State School Officers (CCSSO) have released policy briefs supporting clinical supervision in teacher preparation (AACTE 2010;CCSSO 2012;NCATE 2010).…”

Section: Supervision and Virtual Supervision In Teacher Educationmentioning

confidence: 99%

Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

et al. 2018

Self Cite

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This paper presents an in vivo naturalistic case study of an education college in a Midwestern state university that implemented Cisco TelePresence high-definition teleconference technology in supervising student teachers in rural schools. Guided by a clinical supervision triad model, this approach includes synchronous virtual observation and video-based non-synchronous reflective practice within a triad of university supervisor, student teacher, and cooperating teacher. Results demonstrate that important factors for implementing virtual supervision in rural schools include multiple personnel involvement in teacher education programs and K12 schools and collaboratively developed goals, procedures, and outcomes. It also finds out that virtual supervision serves as a lens to the rural world for student teachers and a catalyst for educational equity for rural schools and districts. Technological aspects of supervision such as equipment description and costs are also provided.

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Creating a dialogic space for prospective teacher critical reflection and transformative learning

Cited by 43 publications

References 16 publications

Supporting collaborative reflection in teacher education: a case study

Supporting collaborative reflection in teacher education: a case study

Supervisión y acompañamiento de prácticas profesionales. Desarrollo de un enfoque de reflexividad práctica desde un self-study colaborativo

Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

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