Promoting Reflection During Practice Teaching in an Australian University : Clarifying the Rhetoric and the Reality

Brooker, Ross; O’Donoghue, Thomas

doi:10.14221/ajte.1993v18n1.1

Cited by 6 publications

(12 citation statements)

References 15 publications

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“…These include, but are not restricted to:  the Van Mannen (1977) model; provided levels of reflectivity that each provided their own course of action. This included technical rationality, that focused on application of knowledge to achieve an outcome; practical reflection, that clarified assumptions to take action; and critical reflection, that examines the wider context in which the action occurs (Brooker & O'Donoghue, 1993).  Valli's types of reflection (1997); that examines reflection in terms of its typology to include "technical reflection, reflection-in-action and reflection-on-action, deliberative reflection, personalistic reflection, and critical reflection" (Minott, 2008, p. 55).…”

Section: Need More Examples Of Good Reflective Writing and What We Armentioning

confidence: 99%

Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education

Roberts

2016

AJTE

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Section: Need More Examples Of Good Reflective Writing and What We Armentioning

confidence: 99%

Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education

Roberts

2016

AJTE

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Section: Provision Of a Consistent Modelmentioning

confidence: 99%

Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education

Roberts¹

2016

AJTE

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Reflection has been a component of teacher education programs for many years. The introduction of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) into Western Australian schools appear to have brought a renewed focus to this. For universities involved in teacher education, reflection remains a complex construct that requires scaffolding and nurturing. The question remains, however, how to effectively do this. This paper provides a practical focus to developing reflection by outlining strategies that address this issue. Through the scaffolded implementation of an Action Research project for pre-service teachers, this research project identified a number of key recommendations. Firstly, there is a need for a strong model of reflection to be used consistently across degree programs; secondly, reflective processes should be embedded in practice; and finally, universities need to be mindful of the assessment of reflection and the impact that this assessment has on the reflective process.

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“…The model supports university and school staff taking on a range of duties that ensures a shift in roles and responsibilities. A genuine partnership typically enables teachers to operate as school-based teacher educators (Knight et al, 1992) by valuing their knowledge about practice by incorporating it into the context of a university program (Brooker & O'Donoghue, 1992).…”

Section: Changing the Roles And Responsibilities Of The Participantsmentioning

confidence: 99%

Restructuring and Reculturing: Practicum supervision as professional development for teachers

Hastings¹,

Squires²

2002

Asia-Pacific Journal of Teacher Education

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This paper reports a small case study in which selected experienced co-operating teachers were appointed as school-based teacher educators (SBTE) undertaking a supervisory/ mentoring role for the 3-week period of the rst practicum for students in a one-year Graduate Diploma of Education-Secondary (GDE) course. The study identi es any bene ts that accrue as a result of changes to the traditional triadic arrangement and any changes in perception about the various roles of participants. The ndings illuminate the opportunities for a more collaborative practicum model that has the potential to bene t all participants.

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Promoting Reflection During Practice Teaching in an Australian University : Clarifying the Rhetoric and the Reality

Cited by 6 publications

References 15 publications

Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education

Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education

Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education

Restructuring and Reculturing: Practicum supervision as professional development for teachers

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