Integrating technology to facilitate critical reflection and creativity in pre-service teacher development

Shin, Sue jeong; Chang, Kyungsuk

doi:10.1504/ijkl.2016.079756

Cited by 3 publications

(5 citation statements)

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“…The amount of research in countries distributed over the years hints at the primary research in Spain (Agurtzane et al, 2019), Turkey (Gungor, 2016), Germany (Prilop, 2019), Iran (Moghaddam et al, 2020), and South Korea (Shin & Chang, 2016). They indicate that studies of reflective practice in PST education have been emphasized in these countries.…”

Section: Discussionmentioning

confidence: 99%

Preservice Teachers’ Reflections on English Teaching Practicum for Professional Development: A Bibliometric Analysis

Miftāḥ¹,

Basthomi²,

Syahid³

2022

PED

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This study examines the trends of preservice teachers’ (PSTs) reflections on English teaching practicum for professional development. The relevant studies were searched and selected from the dataset of the Scopus database for analysis. The bibliometric analysis using the VOSviewer program was executed from 1989 to 2021, split into the earlier and recent periods. Results revealed the most used keywords and words, cited authors, journals and countries, and tech-based methods of PSTs’ reflections.

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Section: Discussionmentioning

confidence: 99%

Preservice Teachers’ Reflections on English Teaching Practicum for Professional Development: A Bibliometric Analysis

Miftāḥ¹,

Basthomi²,

Syahid³

2022

PED

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“…Critical reflection tends to be a higher level of thinking [18]. Apart from differences in understanding reflection, researchers agree that there is no one right way to reflect [4,11,12,32]. [32] describe critical reflection as the focus of professional development, which is the core of experiential learning that involves preservice teachers investigating themselves according to their previous knowledge and practical experiences.…”

Section: Critical Reflection On English Teaching Practicummentioning

confidence: 99%

“…Apart from differences in understanding reflection, researchers agree that there is no one right way to reflect [4,11,12,32]. [32] describe critical reflection as the focus of professional development, which is the core of experiential learning that involves preservice teachers investigating themselves according to their previous knowledge and practical experiences. Critical reflection is the process of thinking critically about behavior, attitudes, beliefs, and values, which are important factors in formal and informal learning processes [12].…”

Section: Critical Reflection On English Teaching Practicummentioning

confidence: 99%

“…Critical reflection is conceptually believed to be the main component in supporting the growth and success of preservice English teachers in teacher education programs [7,24,31]. Critical reflection is a process where preservice English teachers identify assumptions of their actions, find sources of problems related to the teaching experiences, inquiry the meaning of their assumptions about events or experiences, and develop alternative ways to take corrective actions [22,32]. Through a process of critical reflection, preservice English teachers can interpret and develop pedagogical competence and take corrective actions from their experiences, both ordinary and extraordinary [8,23,31].…”

Section: Introductionmentioning

confidence: 99%

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Strategies to Develop Preservice English Teachers’ Pedagogical Competence: A Focus on Critical Reflection as a Potential Strategy

Miftāḥ¹,

Widiati²,

Wulyani³

et al. 2023

Advances in Social Science, Education and Humanities Research

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Preservice teachers' critical reflection on teaching practicum experience is essential to discuss in the field of teacher education programs. To highlight this issue, this paper conceptually discusses the current issue regarding national and international calls for teacher education, mainly critical reflection on teaching practicum in English teacher education programs. It highlights the concept of critical reflection as a potential strategy to develop preservice English teachers' pedagogical competence. The discussion covers the role of critical reflection in English teacher education, critical reflection on English teaching practicum, and critical reflection as a potential strategy to develop preservice English teachers' pedagogical competence. It is argued that critical reflection on English teaching practicum as a potential strategy or tool to develop preservice English teachers' pedagogical competence can transform them into their identity as a teacher for the future teaching profession. As a personal evaluation strategy, critical reflection can be used to explore preservice English teachers' weaknesses and strengths of teaching experiences for effective and efficient learning. To practically implement it, preservice English teachers need more in-depth reflection activities and a higher level of thinking. Moreover, the critical reflection would be as learning support mechanisms in the classroom during professional development, and it would raise teacher candidates' identities as English teachers and transform them into reflective practitioners. Hence, critical reflection in the English teacher education program becomes a key element for preservice teachers' professional development, particularly for pedagogical competence development. Finally, the paper contributes to enlightening readers or researchers in understanding critical reflection as an alternative strategy to develop preservice English teachers' pedagogical competence.

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“…In general, according to the researchers, non-traditional forms of education contribute to the development of students' creative thinking (S.-J. Shin, K. Chang [16]), reveal their ability to work independently, thus implementing the idea of self-education of students in the process of professional training 3 [17; 18].…”

Section: Introductionmentioning

confidence: 99%

Research of readiness of pedagogical specialties students to teach in English

Andreyeva¹,

Tleuzhanova²,

Sarzhanova³

et al. 2020

Science for Education Today

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Проблема и цель. Исследование посвящено проблеме формирования системы трехъязычного образования в условиях модернизации образования Республики Казахстан. Цель исследования: определение особенностей формирования готовности студентов педагогических специальностей преподавать на английском языке в профессиональной деятельности. Методология. Методологическую основу исследования составил системно-деятельностный подход. В ходе исследования систематизированы научно-теоретические источники по проблеме формирования готовности студентов педагогических специальностей преподавать на английском языке в профессиональной деятельности, проанализирован и обобщен эмпирический материал, полученный по итогам анкетирования и тестирования студентов выпускных курсов педагогических специальностей Карагандинского университета имени Е. А. Букетова. Анализ результатов исследования проводился с применением методов математической статистики. Результаты. Авторами исследования выделены критерии и показатели сформированности готовности студентов педагогических специальностей к преподаванию на английском языке в профессиональной деятельности на основе ее компонентного состава. Согласно когнитивному компоненту готовности определены уровни знания и владения английским языком студентов педагогических специальностей. В соответствии с праксиологическим компонентом Андреева Ольга Александровнамагистр педагогических наук, докторант кафедры теории и методики иноязычной подготовки, Карагандинский университет им. академика Е. А. Букетова.

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Integrating technology to facilitate critical reflection and creativity in pre-service teacher development

Cited by 3 publications

References 0 publications

Preservice Teachers’ Reflections on English Teaching Practicum for Professional Development: A Bibliometric Analysis

Preservice Teachers’ Reflections on English Teaching Practicum for Professional Development: A Bibliometric Analysis

Strategies to Develop Preservice English Teachers’ Pedagogical Competence: A Focus on Critical Reflection as a Potential Strategy

Research of readiness of pedagogical specialties students to teach in English

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