The nature of elementary preservice teachers’ reflection during an early field experience

Arrastia, Meagan; Rawls, Erik S.; Brinkerhoff, Elizabeth H.; Roehrig, Alysia D.

doi:10.1080/14623943.2014.900018

Cited by 31 publications

(5 citation statements)

References 33 publications

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“…Coulter et al (2019) in their study of learning of PSTs in physical education argued that the opportunity to engage in the process of observing, and reflecting on quality lessons impacted the PSTs' perceptions towards becoming better teachers. Arrastia et al (2014), however, caution that observation and reflection on practice needs to be scaffolded to prompt deeper learning and understanding. It could be argued that the PESE provided this scaffolding by both peers and PPETEs.…”

Section: Another Pst Commentedmentioning

confidence: 99%

Primary field experiences: Critical for primary generalist physical education teachers?

Murphy

Marron

Coulter

2021

European Physical Education Review

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Generalist primary teachers teach physical education in many countries, and their preparation has been the subject of attention internationally. While they undertake field experiences as part of their preparation to teach, it is unclear how much of their teaching is focused on physical education. Reflective practice is recognised as a significant element of their preparation (Korthagen, 2014) with a view to improving practice. The focus of this study is on field experiences and reflective practice of a cohort of generalist primary pre-service teachers (PSTs) ( N=25). This study is a qualitative descriptive study. Data analysed were written reflections chosen because they were considered a powerful professional learning tool. The reflections focused on a particular field experience that consisted of teaching physical education supported by their peers and teacher educators. Findings of the study reveal that the PSTs appreciated the learning environment provided by the field experience, characterised by dialogue, support and encouragement. They saw merit, relevancy and meaningfulness in the experience prior to embarking on it, where both anxiety and excitement were highlighted. While their learning focused on lesson planning, resource management and class organisation, they wrote of learning from observing their peers teaching, from co-teaching and from receiving feedback from teacher educators and peers. They identified the potential to build on this experience within their future evaluated experiences. The focus on physical education within a particular field experience is significant in building the confidence and competence of PSTs.

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Section: Another Pst Commentedmentioning

confidence: 99%

Primary field experiences: Critical for primary generalist physical education teachers?

Murphy

Marron

Coulter

2021

European Physical Education Review

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“…Emotional features include, for instance, providing a safety net to allow for mistakes. According to Arrastia et al (2014) pre-service teachers can reflect without guidance or scaffolding, but ill-structured assignments may not lead to deeper reflection. In this study we focus on cognitive features and search for an approach/methodology that may support a reflection process.…”

Section: Critical Reflectionmentioning

confidence: 98%

“…Dewey (1938Dewey ( /1997 describes this process as reflection. In teacher education a goal of reflection is to change beliefs about teaching in order to improve practice (Arrastia, Rawls, Brinkerhoff, & Roehrig, 2014;Beauchamp, 2014). Bean and Stevens (2002) distinguish: retrospective reflection based on past action, anticipatory reflection devoted to future actions, and contemporaneous reflection.…”

Section: Introductionmentioning

confidence: 99%

Does a structured methodology support pre-service teachers more to reflect critically than an unstructured?

Callens

Elen

2015

Reflective Practice

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During their studies pre-service teachers are repeatedly asked to reflect with the expectation to obtain a critical level in their reflections. Empirical studies show that for students in teacher education, this is far from obvious. In this study the impact of two approaches to reflect (a linear and a non-linear) and two methodologies to support reflection (digital storytelling and the writing of a learning journal) on critical reflection is investigated. The analysis of 164 reflection assignments of pre-service teachers reveals that the mean score of all reflections on critical reflection is low, and it seems that a linear structured learning journal most effectively supports critical reflection. In addition to recommendations for practice and methodological remarks, this study presents suggestions for further research.

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“…Los discursos de los alumnos se sitúan mayoritariamente en el segundo modelo de relación teoría-práctica descrito por González-Sanmamed (2001), el denominado como "practicum para aprender aplicando la teoría", produciéndose un divorcio entre la teoría y la práctica cuando los estudiantes perciben que la primera no sirve a fines aplicativos. Este descubrimiento va en línea con otros estudios que evidencian intereses técnicos y concepciones de la enseñanza simplificadoras en los aspirantes a maestros y en los docentes neófitos (Arrastia et al, 2014;Lambe, 2011). Criado et al (2009) advierten que situarse en estas concepciones reduccionistas puede emplazar al alumnado en una zona de confort que actúe como freno para el cuestionamiento y la reflexión.…”

Section: Conclusionesunclassified

Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores

Saiz-Linares

López

2020

Rev. Bras. Educ.

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RESUMEN Se analiza la experiencia de practicum de la titulación de maestro de la Universidad de Cantabria (España) desde la perspectiva de supervisores universitarios y alumnos. Su objetivo es poner en diálogo las concepciones de ambos colectivos y anticipar algunas orientaciones de mejora. Se ha utilizado una metodología cualitativa concretada en un estudio de caso en el curso 2017-2018. La muestra se compuso de 12 participantes y las técnicas de recogida de información han sido entrevistas en profundidad y análisis de documentos. Los resultados manifiestan concepciones profesionalizadoras del practicum para los alumnos frente a orientaciones más formativas para los supervisores. Asimismo, se analizan diferentes estrategias para favorecer practicum más reflexivos. Además, se muestran algunas limitaciones del actual sistema de evaluación. Finalmente, se discute sobre la necesidad de configurar practicum más colaborativos entre el supervisor universitario, el tutor de escuela y los alumnos.

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The nature of elementary preservice teachers’ reflection during an early field experience

Cited by 31 publications

References 33 publications

Primary field experiences: Critical for primary generalist physical education teachers?

Primary field experiences: Critical for primary generalist physical education teachers?

Does a structured methodology support pre-service teachers more to reflect critically than an unstructured?

Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores

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