Reflective discussions in teacher training: A comparison between online and offline discussions of course literature in a class of pre-service teachers

Enochsson, Ann-Britt

doi:10.1007/s10639-017-9602-5

“…Clinchy(1996)definedknowingattwolevels:1)separateknowing,whichinvolvesdistancing oneselfthroughquestioninganotherperson'sperspectives;and2)connectedknowing,whichtries foremosttounderstandtheotherperson'sperspective. Enochsson(2017)showedthatbothseparate andconnectedknowingareimportanttodevelopreflectivethinking.Atagrouplevel,Enochsson foundthatdiscussionshadsimilarities,but,atanindividuallevel,learnersneededdifferentkinds ofsupporttoimprovetheirreflectivethinking. Ryan(2013)focusedontheleveloftransformative reflection,observingthatthereweregapsinstudents'reflections.Specifically,theyhaddifficulty connectingtwokeyelements:1)makingsenseofexperienceinrelationtoself,others,andcontextual conditions;and2)reimaginingand/orplanningfutureexperienceforpersonalandsocialbenefit.Both elementsareneededfortruetransformativereflection.Thisdefinitionreflectsthebeliefthatreflection canoperateatanumberoflevelsandsuggeststhat,toachievethesecondelement(reimagining),one mustreachthehigher,moreabstractleveloftransformativereflection.…”

Section: Previous Research On Reflection and Self-assessmentmentioning

confidence: 99%

Student Reflections and Self-Assessments in Vocational Training Supported by a Mobile Learning Hub

Amhag

¹

2022

Research Anthology on Vocational Education and Preparing Future Workers

0

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The aim of this study is to contribute knowledge about what characterizes students' capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incidents about a situation, incident, or issue in their log journals, as well as in their discussions online. face-to-face (F2F), supported by a mobile learning hub (MLH) with both mobile and blended activities? Theoretically, the study is based on five major levels of reflection: reporting, responding, relating, reasoning and reconstructing. The results from a group of students' representative excerpts demonstrates the importance of letting student teachers have agency and mediate their subjective experiences during practical vocational training in progression, supported by mobile and blended tools, to understand and make sense of experience in relation to self, others, and contextual conditions for personal and professional learning.

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“…Further, Enochsson [12] determined the differences between the outcomes of the oral classroom and written online discussion forums of 13 student teachers and examined how these discussions facilitate reflective practice. Using the video-recorded oral and written online discussions, the findings showed no differences between the two types of discussion in the group, but differences were evident at the individual level.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ learning experiences in the Communication Program from a university in the Philippines

Gador

¹

,

Mangompit

²

,

Magno

³

2022

IJERE

0

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<p><span lang="EN-US">This study analyzed the students’ learning experiences in the Communication Program from a university in the Philippines. A descriptive method was used in analyzing the data gathered from the researcher-made questionnaires and exit interviews of the perceived fourth year student-respondents. Using categories of students’ learning experiences, findings revealed that experiential learning and social climate contribute mostly to their best and worst experiences in the university. Furthermore, aside from problem solving and application of theories into practice, quality of lectures, and discussion, three themes surfaced particularly related to the self, faculty, and university. As learners are encouraged to actively participate in the teaching-learning process and continue to make sense of their identity in a learning environment, the higher education institutions also have equal responsibilities of providing conditions that are conducive to achieving target learning outcomes. Such conditions comprise the schools’ facilities and information technology infrastructure, and carefully designed instructional packages including quality instructional materials and competent teachers. This study provides recommendations in redesigning the Communication Program based on the students' learning experiences.</span></p>

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“…Clinchy(1996)definedknowingattwolevels:1)separateknowing,whichinvolvesdistancing oneselfthroughquestioninganotherperson'sperspectives;and2)connectedknowing,whichtries foremosttounderstandtheotherperson'sperspective. Enochsson(2017)showedthatbothseparate andconnectedknowingareimportanttodevelopreflectivethinking.Atagrouplevel,Enochsson foundthatdiscussionshadsimilarities,but,atanindividuallevel,learnersneededdifferentkinds ofsupporttoimprovetheirreflectivethinking.Ryan(2013)focusedontheleveloftransformative reflection,observingthatthereweregapsinstudents'reflections.Specifically,theyhaddifficulty connectingtwokeyelements:1)makingsenseofexperienceinrelationtoself,others,andcontextual conditions;and2)reimaginingand/orplanningfutureexperienceforpersonalandsocialbenefit.Both elementsareneededfortruetransformativereflection.Thisdefinitionreflectsthebeliefthatreflection canoperateatanumberoflevelsandsuggeststhat,toachievethesecondelement(reimagining),one mustreachthehigher,moreabstractleveloftransformativereflection.…”

Section: Previous Research On Reflection and Self-assessmentmentioning

confidence: 99%

Student Reflections and Self-Assessments in Vocational Training Supported by a Mobile Learning Hub

Amhag

¹

2020

International Journal of Mobile and Blended Learning

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The aim of this study is to contribute knowledge about what characterizes students' capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incidents about a situation, incident, or issue in their log journals, as well as in their discussions online. face-to-face (F2F), supported by a mobile learning hub (MLH) with both mobile and blended activities? Theoretically, the study is based on five major levels of reflection: reporting, responding, relating, reasoning and reconstructing. The results from a group of students' representative excerpts demonstrates the importance of letting student teachers have agency and mediate their subjective experiences during practical vocational training in progression, supported by mobile and blended tools, to understand and make sense of experience in relation to self, others, and contextual conditions for personal and professional learning.

show abstract

Reflective discussions in teacher training: A comparison between online and offline discussions of course literature in a class of pre-service teachers

Cited by 13 publications

References 18 publications

Student Reflections and Self-Assessments in Vocational Training Supported by a Mobile Learning Hub

Student Reflections and Self-Assessments in Vocational Training Supported by a Mobile Learning Hub

Students’ learning experiences in the Communication Program from a university in the Philippines

Student Reflections and Self-Assessments in Vocational Training Supported by a Mobile Learning Hub

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