When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse

Orland‐Barak, Lily; Yinon, Hayuta

doi:10.1016/j.tate.2006.06.005

Cited by 114 publications

(58 citation statements)

References 29 publications

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“…These non-evaluative, neutral and supportive features of question-based discourse are perhaps the most accessible practices of dialogic teaching and are a focal point of the study reported here too. This study also addressed the need to provide student teachers with opportunities to examine and practice dialogic elements of teacher-talk, such as neutral questioning, during pre-service (Mortimer & Scott, 2003;Orland-Barak & Yinon, 2007). Although preliminary results indicate that student teacher communications can be enriched when purposefully guided (Viiri & Saari, 2006), few studies report on teacher education programs and method courses specifically addressing how teacher-talk can be taught to student teachers and practiced during pre-service.…”

Section: Introductionmentioning

confidence: 99%

Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori¹,

Viiri²,

Rasku‐Puttonen³

2011

Journal of Science Teacher Education

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It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers' field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.

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Section: Introductionmentioning

confidence: 99%

Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori¹,

Viiri²,

Rasku‐Puttonen³

2011

Journal of Science Teacher Education

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“…Hoje, 25 anos depois da publicação do livro de Donald Schön, O profissional reflexivo, existe ainda muito trabalho acontecendo na formação docente, em todo o mundo, que está focado na idéia de preparar professores reflexivos. As pesquisas recentes mostram a importância de se estruturar e de se apoiar as reflexões dos licenciandos, por meio de atividades reflexivas, em vez de apenas dizer aos estudantes para saírem por aí refletindo sem o mínimo de instrução para isso (Orland-Barak & Yinon, 2007). Modelos de supervisão de estágio têm se transformado para focar mais diretamente no desenvolvimento da aprendizagem docente e da reflexão, em vez da ênfase em uma avaliação somativa que se tinha no passado (Pajak, 2000).…”

Section: Conclusãounclassified

Uma análise crítica sobre a "reflexão" como conceito estruturante na formação docente

Zeichner

2008

Educ. Soc.

240

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RESUMO: Neste artigo, Ken Zeichner, baseando-se em seus vários anos de experiência como formador de educadores, discute o uso do conceito de "reflexão" em programas de formação docente ao redor do mundo, relacionando-o a três temas: 1) até que ponto a formação docente reflexiva resultou em um desenvolvimento real dos professores; 2) contribuiu para diminuir as lacunas na qualidade da educação de estudantes de diferentes perfis étnicos, raciais e sociais e 3) a falta de correspondência entre concepções de formação docente reflexiva, na literatura especializada, e as realidades materiais de trabalho dos professores. Paradigmas dominantes da formação docente reflexiva, nos últimos 25 anos, são também identificados. Palavras-chave: Formação de professores. Reflexão. Estados Unidos. A CRITICAL ANALYSIS OF REFLECTION AS A GOAL FOR TEACHER EDUCATIONABSTRACT: In this paper, Ken Zeichner draws upon his many years of experience as a teacher educator and discusses the use of the concept of reflection in teacher education around the world in relation to three issues: 1) the extent to which reflection has resulted in genuine teacher development, 2) contributed to a narrowing of the gaps in educational quality between students of different ethnic, racial and social class backgrounds, and 3) the lack of correspondence between images of teacher reflection in the literature and the material conditions of teachers' work. Dominant trends in reflective teacher education over the last 25 years are also identified.

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“…It was also used in an action research study by Johns and Henwood (2008) to analyze the work of MBA and MEd students. Orland-Barak and Yinon (2007) used this rubric to analyze the portfolios of preservice teachers.…”

Section: Instrumentationmentioning

confidence: 99%

A Q-Methodology Approach to Investigating the Relationship Between Level of Reflection and Typologies Among Prospective Teachers in the Physics Learning Assistant Program at Florida International University

Cochran¹

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When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse

Cited by 114 publications

References 29 publications

Introducing Dialogic Teaching to Science Student Teachers

Introducing Dialogic Teaching to Science Student Teachers

Uma análise crítica sobre a "reflexão" como conceito estruturante na formação docente

A Q-Methodology Approach to Investigating the Relationship Between Level of Reflection and Typologies Among Prospective Teachers in the Physics Learning Assistant Program at Florida International University

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