Enhancing Pre-Service Teachers' Professional Practice through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences

Autor/inn/en	Salajan, Florin D.; Duffield, Stacy K.
Titel	Enhancing Pre-Service Teachers' Professional Practice through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences
Quelle	In: Teacher Educator, 54 (2019) 4, S.333-358 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2018.1557309
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Reflective Teaching; Social Cognition; Perspective Taking; Observation; Reflection; Undergraduate Students + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Soziale Kognition; Zukunftsperspektive; Beobachtung
Abstract	In this study, a grounded theory approach was adopted to develop the "heterospective reflection framework" as an explanatory and analytical schema for the investigation of reflection on the action of others via video observations. Borrowed from the arts, the term heterospective denotes "otherness." Data collection was conducted over four years through semi-structured interviews with 25 pre-service teachers at a higher education institution in midwestern United States. The data analysis generated the framework's mechanism, comprising the core elements termed "guided observation," "retrospective reflection," "integrative reflection" and "introspective reflection," and its mediating devices consisting of the "action of others" and the "reframing" of teaching practice. Findings suggest that the framework's reflective modes function in nonhierarchical interactions, as cognitive-metacognitive shifts occur bi- or multi-directionally on a horizontal plane rather than sequentially on a vertical plane as pre-service teachers reflect on the action of others. Implications for research and practice include enhancements to teacher preparation programs and the development of instruments to evaluate reflective practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01