Literaturnachweis - Detailanzeige
Autor/inn/en | Tiainen, Outi; Korkeamäki, Riitta-Liisa; Dreher, Mariam Jean |
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Titel | Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-Service Teachers |
Quelle | In: Scandinavian Journal of Educational Research, 62 (2018) 4, S.586-600 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Tiainen, Outi) ORCID (Korkeamäki, Riitta-Liisa) ORCID (Dreher, Mariam Jean) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-3831 |
DOI | 10.1080/00313831.2016.1258673 |
Schlagwörter | Reflective Teaching; Beginning Teachers; Case Studies; Practicums; Mentors; Preservice Teachers; Recall (Psychology); Teacher Educators; Student Attitudes; Teaching Methods; Grade 2; Elementary School Teachers; Foreign Countries; Peer Groups; Qualitative Research; Observation; Finland Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Practicum; Praktikum; Praktika; Abberufung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Gleichaltrigengruppe; Peer Group; Qualitative Forschung; Beobachtung; Finnland |
Abstract | This case study examined three pre-service teachers' reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers' teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |