Towards a Framework for Professional Preparation: lessons from teacher and nurse education

Hatton, Neville; Owens, Lee; Powell, Anne

doi:10.1080/0305787940460106

Cited by 3 publications

(1 citation statement)

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“…While it has been widely accepted that student teachers must be encouraged to reflect, deliberate thinking about their actions with a view to improvement needs to start with reflective strategies which are seen as manageable and immediately relevant, such as technical and descriptive reflection, usually focused on self and task concerns (Hatton et al, 1994;Smith & Hatton, 1993). Reflective tasks might at first address vocational choices, teaching skills, or straight forward accounting for 'best possible practice' decisions, then move on to more demanding forms such as dialogic and critical reflection, often best fostered through verbal interaction with trusted others (Hatton & Smith, 1995).…”

Section: Rationale For the Sydney Approachmentioning

confidence: 99%

Approaches to the Writing of Cases: experiences with preservice Master of Teaching students

Hunter

Hatton

1998

Asia-Pacific Journal of Teacher Education

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During the final phase of their first year, preservice students in the Master of Teaching programme at the University of Sydney are required to write their own case stories from experience. This process serves to help them make individual and collective sense of what has occurred in the course of their initial six week practicum, which was preceded by 20 weeks of intensive coursework based on several forms of case methodology. Through a carefully constructed writing workshop, the university teacher writes along with the seminar group members, thereby facilitating sharing, discussion and the conferencing of individual cases as they unfold. The collegial environment of a 'community of writers' established in this way operates as a support for neophyte teachers. In the short term, it provides a forum for articulating teaching dilemmas and reflecting upon their actions and decision taking. Longer term, it serves to enhance the potential for growth as these intending teachers begin to think constructively about their work in schools.

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Section: Rationale For the Sydney Approachmentioning

confidence: 99%