Learning to teach: enhancing pre‐service teachers’ awareness of the complexity of teaching–learning processes

Eilam, Billie; Poyas, Yael

doi:10.1080/13540600802661337

Cited by 32 publications

(25 citation statements)

References 25 publications

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“…In this sense, our findings are in line with the studies that have reported that reflection-on-action develops teachers´ awareness (Schussler, Stooksberry & Bercaw, 2010), that it triggers transformations of teachers´ beliefs and points of view, as well as teacher´s instruction (Dixon & Wilke, 2007;Freedman, Bullock & Duque, 2005;Kabilan, 2007;Kang, 2007;Kucan, 2007;Manrique & Borzone, 2012;Manrique, 2013;Pareja Roblin & Margalef, 2013;Schussler, 2006;Schussler, Stooksberry & Bercaw, 2010). Our findings also show the power of video analysis, that can enable teachers a unique opportunity to review and reflect on their positioning and it can foster changes in practices (Bower, Cavanagh, Moloney & Dao, 2011;Charteris & Smardon, 2013;Danielowich, 2014;Henessya & Deaneya, 2009;Kersting, Givvin, Sotelo & Stigler, 2010;Santagata & Angelici, 2010).…”

Section: Discussionsupporting

confidence: 89%

“…Numerous studies have reported that the process of reflection-on-action can play a vital role in fostering transformations of teachers´ beliefs, points of view, knowledge and strategies (Dixon & Wilke, 2007;Eilam & Poyas, 2009;Freedman, Bullock & Duque, 2005;Kabilan, 2007;Kang, 2007;Kucan, 2007;Manrique & Borzone, 2012;Pareja Roblin & Margalef, 2013;Schussler, 2006;Schussler, Stooksberry & Bercaw, 2010). For instance, Schussler, Stooksberry and Bercaw´s analysis of teachers´ dispositions in 35 teaching journals in U.S.A shows that those teachers who possessed the greatest awareness of their dispositions also showed a propensity to unpack their assumptions, adopting multiple perspectives, questioning the how and why of their thinking and actions and balancing the focus on students and the focus on the self.…”

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

“…Based on the results of the studies just mentioned (Dixon & Wilke, 2007;Eilam & Poyas, 2009;Freedman, Bullock & Duque, 2005;Henessya & Deaneya, 2009;Kabilan, 2007;Kang, 2007;Kersting, Givvin, Sotelo & Stigler, 2010;Kucan, 2007;Pareja Roblin & Margalef, 2013;Santagata & Angelici, 2010) the T.E. course was based on a process of reflection-on-action, achieved through a clinical study of the activity (Clot, 2006), that entailed each teacher individually viewing and analysing a filmed recording of his or her practice.…”

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

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Teachers´ Practices and Mental Models: Transformation Through Reflection on Action

Manrique

Abchi

2015

AJTE

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This contribution explores the relationship between teaching practices, teaching discourses and teachers´ implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E might affect these representations, a T.E course was designed and implemented in Argentina. The course focused on teacher intervention in personal narrative telling in kindergarten. It was based on a reflection-onaction process. The personal narrative activities of 10 in-service teachers before and after the course were analysed employing the Process of Constant Comparison (Glaser & Straus, 1967). A case study was then conducted in order to infer possible transformations in one of the teachers´ implicit representations and mental models, through ContentAnalysis (Krippendorf, 1990) of in-depth interviews before, during and after the course.

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Section: Discussionsupporting

confidence: 89%

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

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Teachers´ Practices and Mental Models: Transformation Through Reflection on Action

Manrique

Abchi

2015

AJTE

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“…The literature on preservice teacher beliefs of teaching and learning points to the important role of prior perceptions and beliefs on further development during teacher education (Eilam & Poyas, 2009;Tillema, 1998), and there is emerging interest in the emotional dimensions of learning to teach and belief change (Ashton & Gregoire-Gill, 2003;Demetriou, Wilson, & Winterbottom, 2009;Hastings, 2004Hastings, , 2009. Even so, little attention has been paid to the emotional dimensions of prior beliefs.…”

Section: Discussionmentioning

confidence: 99%

Developing beliefs about classroom motivation: Journeys of preservice teachers

Mansfield

Volet

2010

Teaching and Teacher Education

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This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.

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“…Difficulties appear to arise in integrating theory and practice, in developing the ability to apply a self analysis lens to teaching practice, and in constructing an integrated body of knowledge about teaching (Eilam & Poyas, 2009). This critique of teacher education programs focuses on their deficiencies in preparing student teachers for complexity and self-analysis.…”

Section: Introductionmentioning

confidence: 99%