The Role of Field Experience in the Preparation of Reflective Teachers

Λιακοπούλου, Μαρία

doi:10.14221/ajte.2012v37n6.4

Cited by 30 publications

(29 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, processes of individual reflection carried out without support structures (Dawson, 2006;Delandshere & Arens, 2003;Hamlin, 2004) lead to lower levels of reflection than do processes with structural support (Chamoso & Cáceres, 2009;Chitpin, Simon, & Galipeau, 2008;Liakopoulou, 2012;Seban, 2009), and the latter, in turn, produce lower levels than do processes of joint reflection carried out with the aid of knowledgeable others (Gelfuso, & Dennis, 2014;Samuels & Betts, 2007). However, the results also show that the mere presence of educational assistance is not sufficient to promote high levels of reflection (Davis, 2006;Gelfuso & Dennis, 2014;Harford & MacRuairc, 2008;Postholm, 2008;Wopereis, Sloep, & Poortman, 2010;Yoon & Kim, 2010), even if it is combined with processes of joint reflection, or if means (e.g., weblogs, videos) and artefacts (portfolios, journals, logbooks, etc.)…”

Section: Introductionmentioning

confidence: 99%

Educational assistance to improve reflective practice among student teachers

Clarà

Mauri

Onrubia

2017

EJREP

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Educational assistance to improve reflective practice among student teachers

Clarà

Mauri

Onrubia

2017

EJREP

View full text Add to dashboard Cite

show abstract

“…Thus, processes of individual reflection carried out without support structures (Dawson, 2006;Delandshere & Arens, 2003;Hamlin, 2004) lead to lower levels of reflection than do processes with structural support (Chamoso & Cáceres, 2009;Chitpin, Simon, & Galipeau, 2008;Liakopoulou, 2012;Seban, 2009), and the latter, in turn, produce lower levels than do processes of joint reflection carried out with the aid of knowledgeable others (Gelfuso, & Dennis, 2014;Samuels & Betts, 2007). However, the results also show that the mere presence of educational assistance is not sufficient to promote high levels of reflection (Davis, 2006;Gelfuso & Dennis, 2014;Harford & MacRuairc, 2008;Postholm, 2008 (Akbari, 2007;Gennor, 2005;Ovens & Tinning, 2009;Thorsen & DeVore, 2013) present major disagreements regarding the conditions that allow future teachers to learn to reflect (Etscheidt, Curran, & Sawyer, 2012;Zeichner, 2010).…”

Section: Introductionmentioning

confidence: 99%

Educational assistance to improve reflective practice among student teachers

Teresa¹,

Clarà²,

Mauri³

et al. 2016

EJREP

View full text Add to dashboard Cite

Introduction. Recent educational research suggests that joint reflection can enhance student teachers' reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their contribution to the development of students' ability to reflect on their teaching practice. More specifically, we aim to identify the kind of tutor assistance that best helps students to develop their reflective capacity and to understand the situations they encounter during teaching practice. Method. The research uses a case-study design to analyse the process of joint reflection engaged in by two groups of student teachers (13 and 15 students) with the assistance of their university tutors over five weeks of a teaching practice module. Data in the form of video recordings were subjected to two kinds of analysis: interactivity analysis and content analysis, both with the aim of examining the assistance offered by tutors in relation to reflective practice. Results. Each tutor distributed assistance in a specific way, focusing on different characteristics of reflection and prioritizing intervention in particular dimensions of it. Differences were also observed in the type and amount of assistance offered in each dimension of reflection. The tutors also differed in the extent to which their assistance targeted those dimensions of most relevance for an in-depth understanding of teaching practice situations. Discussion and Conclusion. In general, the tutors appeared to be better at helping students to identify the factors involved in their teaching practice experiences than they were in aiding their understanding through the identification and analysis of the characteristic dilemmas involved in these situations.

show abstract

“…Many terms are used which refer to this Educational Field Experience Program (learning practices). Among them are "Field experience" (Freeman, 2010); (Liakopoulou, 2012); (Eisenhardt, Besnoy, & Steele, 2012); and (Hixon & So, 2009) ; "Teaching practice" (Sally E. Arnett, Beth Winfrey Freeburg, 2008; and "apprenticeship" (Kennedy, 1999); (Liu, 2005); (Korpan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Ability to Improve Learning Practices through the Lesson Study Model in the Field Experience Program at IAIN Pontianak

Razi¹,

Rusmono²,

Ismoyo³

2019

ujer

View full text Add to dashboard Cite

In general, this study aims to improve the ability to carry out Learning Practices in the Field Experience program (learning practices) through the Lesson Study model. The method used is qualitative with work procedures using a research model of action by Stephen Kemmis and Robin MC. Taggart uses a spiral cycle carried out at the Department of Islamic Education, Tarbiyah Faculty and Teacher Training at the State Islamic Institute (IAIN) Pontianak. Data was collected by inventory, observation sheets, focus group discussions and documentation. Content validation was analyzed by expert judgment, while data analysis was carried out descriptively. The results of the study showed that the lesson study model implemented in the learning practices Education activities could improve the teaching ability of prospective PAI teachers at IAIN Pontianak. The results of this study recommend that the implementation of the Education learning practices be carried out with the Lesson Study approach.

show abstract

The Role of Field Experience in the Preparation of Reflective Teachers

Cited by 30 publications

References 17 publications

Educational assistance to improve reflective practice among student teachers

Educational assistance to improve reflective practice among student teachers

Educational assistance to improve reflective practice among student teachers

Ability to Improve Learning Practices through the Lesson Study Model in the Field Experience Program at IAIN Pontianak

Contact Info

Product

Resources

About