Quality reflective practice in teacher education: a journey towards shared understanding

Lane, Rod; McMaster, Heather; Adnum, Judy; Cavanagh, Michael

doi:10.1080/14623943.2014.900022

Cited by 46 publications

(26 citation statements)

References 25 publications

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“…Although the literature on reflective teaching is largely focused on modeling processes of reflective practices and characterizing the extent to which instructors engage in these processes (Bubnys & Zavadskiene, 2017), several studies have also explored the quality of reflective practice (Hubball et al, 2005;Larrivee, 2008;Lane et al, 2014). One relatively recent study summarizes the literature and identifies four levels (Larrivee, 2008): pre-reflection or nonreflection, surface reflection (reflection on strategies and methods without consideration of rationale for use), pedagogical reflection (reflection includes knowledge and beliefs about best practices), and critical reflection (reflection on the morale and ethical implications of their teaching on students).…”

Section: Reflections-on-action: Pedagogical Satisfactionmentioning

confidence: 99%

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

2020

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Background: Local and national initiatives to improve the learning experiences of students enrolled in Science, Technology, Engineering, and Mathematics (STEM) courses have been ongoing for a couple of decades with a heightened momentum within the last 10 years. However, recent large-scale studies have demonstrated that transmission of information is still the primary mode of instruction in STEM courses across the undergraduate curriculum. The limited impact of instructional change reform efforts can be partly explained by the one-sided focus of educational research on the development of evidence-based instructional practices and production of evidence demonstrating their impact on student learning. This has been done at the expense of understanding faculty members' instructional practices and mindsets about teaching and learning that underlie their practices. This study addresses this gap in the literature by characterizing STEM instructors' instructional intentions and reflections on their teaching performance for a week of instruction. Data was collected through semi-structured interviews with 42 STEM faculty members from one doctorate-granting institution in the USA. Results: STEM instructors in this study had teacher-centric mindsets with respect to their instructional planning (e.g., content-focused learning goals, lecture is seen as an engagement strategy). We found that these instructors mostly saw formative assessment tools as engagement strategy rather than tools to monitor student learning. Reflections on their level of satisfaction with their week of teaching focused heavily on content coverage and personal feelings and minimally considered student learning. Finally, we found that pedagogical discontent was not a driver of planned course revisions. Conclusions: This study identifies mismatches between STEM instructors' teaching mindsets and current approaches to instructional change. STEM instructors in this study paid minimal attention to student learning when considering course-level revisions and many of their reflections were anchored in their personal feelings. However, instructional reform strategies often attempt to convince faculty of a new approach by demonstrating its impact on student learning. The misalignment identified in this study further highlights the need to better characterize STEM instructors' cognition around teaching so that reform efforts can better meet them where they are.

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Section: Reflections-on-action: Pedagogical Satisfactionmentioning

confidence: 99%

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

2020

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“…As Schön (1983) suggests, reflection is key in order to facilitate the improvement of practitioners' professional judgments and their understanding of new situations and, according to Lane, McMaster, Adnum and Cavanagh (2014) 'is considered necessary if teachers are to learn from their own teaching experiences and the experiences of others'. Reflection is therefore an essential ingredient of this process, not only for its power to identify, evaluate and address problematic aspects of practice, but also to shape future practice with Threlfall (2014) contending that 'reflection may be viewed as playing a central role in helping students and practitioners achieve their academic and professional aspirations'.…”

Section: The Theoretical Framework and Purpose Of The Study: The Devementioning

confidence: 99%

Developing Professional Competence through Assessment: Constructivist and Reflective Practice in Teacher-Training

Lalor¹,

Lorenzi²,

Rami³

2015

EJER

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Problem Statement: Traditional forms of assessment such as essays and end of term examinations are still widely used in higher education in Ireland as the sole assessment method. These forms of assessment, while they may be valid and reliable approaches for collecting evidence of the acquisition of theoretical knowledge, rarely afford students the opportunity to apply knowledge to key professional scenarios. In the context of teacher education, if the aim is to develop teacher competence beyond the mere possession of technical skills then appropriate pedagogic and curriculum interventions need to be developed, implemented and evaluated.Purpose of Study: This paper argues that reflection and experiential learning should be infused through effective assessment strategies and embedded in the training and formation of trainee-teacher attributes. The authors draw on their experience as lecturers and module/course designers for an 'Assessment' module within a teacher-training degree programme in a School of Education in the Republic of Ireland.Methods: This paper presents the findings of a 4-year study, which adopted a multi-methods approach. The research was conducted using both numerical and qualitative tools. A primary focus of the research used student reflection to generate relevant data suitable for analysis and this was then triangulated with module evaluations and numerical performance data. The paper describes the research that used

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“…The phenomenon of reflective practice in pre-service teacher education has been constantly approached from different perspectives in recent scientific studies (Collin et al, 2013). It is well supported in the literature that reflection is a process (Dewey, 1933(Dewey, , 1938Jay & Johnson, 2002;Lane et al, 2014). The investigations into different aspects of reflection, such as its depth (Lee, 2000), dimensions (Jay & Johnson, 2002), levels (Larrivee, 2008), types (Grushka et al, 2005) share a conceptualisation that reflective practice is a cognitive process that can range from a lower level through to a deep, even transformational, level.…”

Section: Introductionmentioning

confidence: 99%

The Roles of University Teachers in Building Teacher Students’ Capacity of Reflective Practice Through the Process of Experiential Learning

Zavadskienė

Bubnys

2018

SIE

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As the carried-out research study shows, proper interpretation of the concepts of reflective learning, the reflective practitioner and the experiential learning theory in the context of higher teacher education provides a solid theoretical background for the analysis of the teaching-learning process of pre-service teachers’ reflective practice and the support to be provided by teacher educators. By employing the method of the scientific literature review, the current research paper aims to investigate the roles of teacher educators within the framework of the afore mentioned theories that are considered to ensure adequate assistance to pre-service teachers in their becoming reflective practitioners. As the results show, in order to carry out effective facilitation, teacher educators should acknowledge and adopt a wide variety of roles while developing pre-service teachers’ capacity of reflective practice.

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Quality reflective practice in teacher education: a journey towards shared understanding

Cited by 46 publications

References 25 publications

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

Developing Professional Competence through Assessment: Constructivist and Reflective Practice in Teacher-Training

The Roles of University Teachers in Building Teacher Students’ Capacity of Reflective Practice Through the Process of Experiential Learning

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