Developing critical reflection as a part of teaching training and teaching practice

Walkington, Jackie; Christensen, Hans Peter; Kock, H. C. De

doi:10.1080/03433790110068242

Cited by 25 publications

(14 citation statements)

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“…Similarly, Walkington et al (2001) argued that reflection in solitude does not offer the multiple perspectives, viewpoints, conceptions, and so on of shared reflection. Kelly realized that her experiences in reflective discussion with Jean facilitated her understanding, ''She tries to guide you to get to that point to be able to reflect deeply about how your lessons went, all the aspects of it.…”

Section: Discussionmentioning

confidence: 97%

“…Practices include journals, discussion, personal histories, philosophical essays, action research, reflective writings, and many other methods. Some argued that these common ways to achieve critical reflection are inadequate or ineffective and that teacher education programs might benefit more from the use of portfolios, case studies, study teams, peer coaching, or expert mentoring (Ferraro, 2000;Walkington, Christensen, & Kock, 2001). These authors do agree on the need for systematic and regular reflective practices and the importance of providing preservice teachers with significant opportunities to work, learn, and reflect in real situations (see also Loughran, 2002).…”

mentioning

confidence: 93%

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Connecting University Supervision and Critical Reflection: Mentoring and Modeling

Bates¹,

Ramirez

Drits

2009

The Teacher Educator

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Section: Discussionmentioning

confidence: 97%

mentioning

confidence: 93%

Connecting University Supervision and Critical Reflection: Mentoring and Modeling

Bates¹,

Ramirez

Drits

2009

The Teacher Educator

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“…Thus facilitators have not seen the importance of 'becoming reflective'. The introduction of such tools as journals and portfolios for staff, is expected to meet with resistance as it is seen as an extra duty on already overworked academics but developing this skill and philosophy of teaching is critical for the continued improvement in student learning (Walkington et al 2001) The rotation of staff through the PBL courses has, in some cases, been successful in changing the didactic delivery of other courses, but staff attitudes still remain one of the greatest challenges for the program and the Faculty. An honest analysis of facilitator performance would indicate that some staff do not take on the philosophy of the course and do not support either individual student learning or the working of the team to a satisfactory standard.…”

Section: Challengesmentioning

confidence: 99%

Engaging distance and on-campus students in problem-based learning

Brodie

Porter

2008

European Journal of Engineering Education

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“…Bedouin Female students usually enroll in college soon after finishing high school. Their ages usually are [18][19][20][21][22]. Some of them are already engaged and some got married and have kids.…”

Section: Introductionmentioning

confidence: 99%

"The Big Sister Model in Educational Training” The Art of Mentoring and fellow Mentoring" (BSM)

Sada-Gerges¹

2017

Europ. j. multidiscip. stud.

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In an ongoing search for new models to streamline college training and mentoring, a different training model was developed called the "Big Sister Model". This model was experienced for five years in the kindergartentraining program at the Kay College of education in Israel. Within this model, two female students are trained in each kindergarten: one in the third college year and the other in the second. Together with kindergarten staff, the two students plan the class curriculum and activities. A third-year student, who possess additional one year experience in practicing (veteran), has the opportunity to mentor a 2 nd year student who also has the opportunity to observe the training of the third year and get more experience. This process provides a good staff relationship and develops interpersonal relations based on social and psychological elements, which points to a huge positive change in behavior, interpersonal relations and its motivations. In peer mentoring, the mentor accompanies, analyzes, supports, instructs, empowers and provides necessary knowledge in the mentoring process. It undergoes a process of empowerment, leadership, and success (Power et Al, 2011). This study is a continuous action research that aims at examining the effectiveness of the "Big sister" training model. When a third-year student mentors a second-year student, her personality will be accordingly empowered. Moreover, she is exposed to another year of the second year training program, once when she receives guidance in the second year and once more as a 3rd year student mentor. The second-year student enjoys continuous training throughout the day with a close colleague in addition to the training teacher and pedagogical mentor. In addition, she reveals the contents and skills of the third year allowing her ongoing internalization over time all third-year program. In the effectiveness of the training, we also sought to deeply examine the areas that this model promotes and strengthens as well as, how much the students perceive it as a training benefactor compared to the regular model in a control group.

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Developing critical reflection as a part of teaching training and teaching practice

Cited by 25 publications

References 1 publication

Connecting University Supervision and Critical Reflection: Mentoring and Modeling

Connecting University Supervision and Critical Reflection: Mentoring and Modeling

Engaging distance and on-campus students in problem-based learning

"The Big Sister Model in Educational Training” The Art of Mentoring and fellow Mentoring" (BSM)

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