Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies

Husu, Jukka; Toom, Auli; Patrikainen, Sanna

doi:10.1080/14623940701816642

Cited by 152 publications

(109 citation statements)

References 24 publications

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“…The literature reveals that CIs have been defined differently (Angelides, 2001;Husu et al, 2008): an unexpected or difficult to understand situation that seems to be a unique case and encourages reflection (Schön, 1987); unexpected happenings that occur in class and provoke awareness of teaching and learning (Richards and Farrell, 2005); or a typical happening which is 'an interpretation of the significance of an event' (Tripp, 1993: 29). Richards and Farrell (2005) note that CIs make teachers stop for a while and think about the meaning of the incident and its long-term ramifications.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

Unpacking in-service EFL Teachers’ Critical Incidents: The Case of Iran

Atai

Nejadghanbar

2016

RELC Journal

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Despite the importance of reflection on critical incidents (CIs), there are only a few studies in ELT literature addressing English language teachers' CIs (Farrell, 2008). Accordingly, this study was conducted to explore and discuss how six in-service EFL teachers reflected on and reported their CIs. In so doing, the participant teachers reflected retrospectively and introspectively on their CIs for 12 sessions. They put their CIs in a blog each session in order to share them with their colleagues. After the treatment, the three stages of grounded theory were employed in order to analyse the CIs. The results, revealing six categories and 12 subcategories, shed light on the 'what' and 'why' of teachers' reflections on their CIs. Results may have implications for teacher education and can add to the existing literature on unpacking teachers' CIs.

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Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

Unpacking in-service EFL Teachers’ Critical Incidents: The Case of Iran

Atai

Nejadghanbar

2016

RELC Journal

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“…This finding contributes to the e-portfolio literature by demonstrating the importance of providing a disciplinespecific framework to guide graduate students' reflection. TPACK grounded instruction can help graduate students stay focused in their reflection, making it possible for assessors to extract various pieces of assessment evidence of learners' achievements, such as pedagogical decisions (Parkes et al, 2013) and their ability to connect theory to practice (Fox et al, 2011;Husu et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…When functioning as summative assessment tools (Barrett, 2007;Granberg, 2010;Ritzhaupt, Ndoye, & Parker, 2010), e-portfolios allow teacher education programs to "determine the degree to which teachers or program candidates can demonstrate that they have reached a level of competency based on professional teaching standards" (Fox, White, & Kidd, 2011, p. 151). Programs can extract various pieces of assessment evidence of their candidates in e-portfolios, such as the learners' reflectivity (Chen, Lumpe, & Bishop, 2013), pedagogical decisions (Parkes, Dredger, & Hicks, 2013), and abilities to connect theory to practice (Fox et al, 2011;Husu, Toom, & Patrikainen, 2008). The reflection included in the e-portfolios helps reveal learners' understanding and misunderstanding of the subject, and their accounts of pedagogical related beliefs and behaviours (Parkes et al, 2013).…”

Section: Theoretical Framework E-portfolios' Role In Learning and Assmentioning

confidence: 99%

Enhancing Graduate Students’ Reflection in E-portfolios Using the TPACK Framework

Ching

Yang

Baek

et al. 2016

AJET

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When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that graduate students demonstrate their knowledge in the field to showcase learning growth and achievement of the program learning outcomes. This study examined the extent master's degree students in the field of educational technology demonstrated their technological pedagogical content knowledge (TPACK) related elements in their e-portfolio reflection, when they were guided by TPACK framework grounded instruction. Using content analysis technique and open-ended survey responses, the findings show that graduate students were able to demonstrate their interconnected technological pedagogical knowledge in their reflection to justify their competencies. In addition, graduate students had positive reactions to the opportunity to reflect through writing the reflection paper. This study contributes to the eportfolio literature by signifying the importance of providing a discipline-specific framework to guide students' reflection of learning. The TPACK grounded instruction helped graduate students stay focused on their reflection. This study also contributes to the TPACK literature by demonstrating the extent to which graduate students presented their integrated knowledge of TPACK at the end of a program driven to developing students' technology integration expertise. IntroductionElectronic portfolios (e-portfolios) have emerged as an assessment strategy for pre-service and in-service teachers as well as professionals of various disciplines (Barrett, 2007;Joyes, Gray, & Hartnell-Young, 2010;Liao, 2011;Wakimoto & Lewis, 2014). The affordance of e-portfolios that makes the storage and retrieval of artefacts easier (Lin, 2008) complements the essential role of e-portfolios -helping students learn to think critically and reflectively (Thornton, Ferris, Johnson, Kidwai, & Ching, 2011). Ideally, when creating an eportfolio, students not only collect artefacts that showcase their learning and development, but also engage in reflective reasoning of their learning growth. Through reflection, students can connect, synthesise, and evaluate their interrelated knowledge, skills, and experiences in a comprehensive way. In addition, reflection can help students integrate their learning experiences into their existing knowledge base and encourage personal and meaningful connections to their learning.However, in reality, many e-portfolios are only organised collections of artefacts, which fail to include nurturing thoughtful reflection with insights (Hadley, 2006). Even when reflection is a required component for eportfolios, students often discuss their artefacts at a superficial level with only a description of the artefacts. Rarely do students reflect deeply to create a strong argumentative account that demonstrates their ability to connect theory with practice and that represents competencies critical to their professions. One possible reason for the lack of in-depth reflection lies in the absence of refl...

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“…Because the experience is augmented by a deliberate consideration of its effectual aspects, the student more easily identifies valuable lessons (Wong, Kember, Chung, & CertEd, 1995). Furthermore, students are more likely to understand the implications of the experience and tease out deep observations (Husu, Toom, & Patrikainen, 2008). Reflection activities tend to be either free-form or guided.…”

Section: Experiential Learning Reflection and Metacognitionmentioning

confidence: 99%

Evaluating the Acceptability and Usability of EASEL: A Mobile Application that Supports Guided Reflection for Experiential Learning Activities

Schnepp

Rogers

2017

JITE:IIP

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Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education through Application-Supported Experiential Learning), a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL) was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data collected during this stage of the evaluation helped guide the creation of a prototype. The user experience of the prototype and interface interactions were evaluated during the usability phase of the evaluation study. Contribution: Both the needs analysis and usability assessment provided justification for continued development of EASEL as well as insight that guides current development. Findings: The interaction design of EASEL is understandable and usable. Both students and teachers value an application that facilitates real-time guided reflection. Recommendations for Practitioners: The use of a system such as EASEL can leverage time and location-based services to support students in field experiences. This technology aligns with evidence that guided reflection provides opportunities for metacognition. Recommendation for Researchers: Iterative prototyping, testing, and refinement can lead to a deliberate and effective app development process. Impact on Society: The EASEL platform leverages inherent functionality of mobile devices, such as GPS and persistent network connectivity, to adapt reflection tasks based on lo-cation or time. Students using EASEL will engage in guided reflection, which leads to metacognition and can help instructors scaffold learning Future Research: We will continue to advance the application through iterative testing and development. When ready, the application will be vetted in larger studies across varied disciplines and contexts.

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Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies

Cited by 152 publications

References 24 publications

Unpacking in-service EFL Teachers’ Critical Incidents: The Case of Iran

Unpacking in-service EFL Teachers’ Critical Incidents: The Case of Iran

Enhancing Graduate Students’ Reflection in E-portfolios Using the TPACK Framework

Evaluating the Acceptability and Usability of EASEL: A Mobile Application that Supports Guided Reflection for Experiential Learning Activities

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