Guided Reflection for Supporting the Development of Student Teachers’ Practical Knowledge

Leijen, Äli; Allas, Raili; Toom, Auli; Husu, Jukka; Mena, Juanjo; Meijer, Paulien C.; Knežić, Dubravka; Pedaste, Margus; Krull, Edgar

doi:10.1016/j.sbspro.2014.01.1170

Cited by 42 publications

(54 citation statements)

References 16 publications

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“…Although it was a very small research sample, the results are consistent with other studies (Griffin 2003;Leijen et al 2014;Syslová 2015), suggesting that educators working in preschool facilities think about their work mainly at the technical level, only 1% at the critical level (Pihlaja and Holst 2013, p. 188).…”

Section: Summary and Discussionsupporting

confidence: 88%

The relation between reflection and the quality of a preschool teacher’s education performance

Syslová

2019

ICEP

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Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight pre-primary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.

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Section: Summary and Discussionsupporting

confidence: 88%

The relation between reflection and the quality of a preschool teacher’s education performance

Syslová

2019

ICEP

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“…Teacher education includes academic subjects, education studies, curriculum studies, service learning and a significant amount of teaching practicum (NIE, n.d. [99] ). Academic subjects cover knowledge of the content and fundamental concepts and principles of either one or two subjects, depending on the programme in which the student teacher is enrolled (NCEE, 2016 [95] ).…”

Section: Teacher Educationmentioning

confidence: 99%

“…A key objective of practicum is to help candidates to link theory and practice. They have opportunities to actively participate in all aspects of the school's activities (NIE, n.d. [99] ). New teachers enter an induction programme that is centrally organised by the Minister of Education, but suits the local needs of schools (NCEE, 2016 [95] ).…”

Section: Teacher Educationmentioning

confidence: 99%

“…The link between theory and practice was also strengthened in several ways. Teacher candidates were increasingly more asked to engage in inquiry and reflection in the classroom, for example through using real-life school scenarios in courses (Lee and Low, 2014 [99] ). Moreover, NIE's programmes are guided by the EPIIC framework, i.e.…”

Section: Processesmentioning

confidence: 99%

“…Curriculum studies cover the content knowledge of two subjects, educational studies help teacher candidates acquire general pedagogical knowledge, and practicum is conceived as crucial in bridging theory and practice while also developing all areas of professional knowledge (NIE, n.d. [99] ). Pedagogical content knowledge is not explicitly present in the curriculum.…”

Section: Content Analysismentioning

confidence: 99%

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What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

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Collegial Video-Based Reflection on Teaching in Teacher Education - Reflection Processes and Levels of Reflection Quality

Göbel,

Rothe,

Schwark

2024

Lecture Notes in Networks and Systems

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Guided Reflection for Supporting the Development of Student Teachers’ Practical Knowledge

Cited by 42 publications

References 16 publications

The relation between reflection and the quality of a preschool teacher’s education performance

The relation between reflection and the quality of a preschool teacher’s education performance

What difference do standards make to educating teachers?

Collegial Video-Based Reflection on Teaching in Teacher Education - Reflection Processes and Levels of Reflection Quality

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