Educational assistance to improve reflective practice among student teachers
Fuente:
Redalyc
Salvato in:
| Autore principale: | |
|---|---|
| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universidad de Almería
2016
|
| Soggetti: | |
| Accesso online: | |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
| _version_ | 1876474951452590080 |
|---|---|
| author | Teresa Mauri |
| author_facet | Teresa Mauri |
| contents | Educational assistance to improve reflective practice among student teachers Teresa Mauri Marc Clarà Rosa Colomina Javier Onrubia Psicología student teachers Reflective practice tutor assistance with reflective practice 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. 2016 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293146873004 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.2 Vol.14 |
| format | Artículo científico |
| id | redalyc_293146873004 |
| institution | Redalyc |
| language | en |
| publishDate | 2016 |
| publisher | Universidad de Almería |
| spellingShingle | Educational assistance to improve reflective practice among student teachers Teresa Mauri Psicología student teachers Reflective practice tutor assistance with reflective practice Educational assistance to improve reflective practice among student teachers Teresa Mauri Marc Clarà Rosa Colomina Javier Onrubia Psicología student teachers Reflective practice tutor assistance with reflective practice 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. 2016 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293146873004 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.2 Vol.14 |
| title | Educational assistance to improve reflective practice among student teachers |
| topic | Psicología student teachers Reflective practice tutor assistance with reflective practice |
| url | https://www.redalyc.org/articulo.oa?id=293146873004 |