Cultivating Reflective Teachers: Challenging Power and Promoting Pedagogy of Self-Assessment in Australian, Bhutanese, and Canadian Teacher Education Programs

Autor/inn/en	DeLuca, Christopher; Willis, Jill; Dorji, Khandu; Sherman, Ann
Titel	Cultivating Reflective Teachers: Challenging Power and Promoting Pedagogy of Self-Assessment in Australian, Bhutanese, and Canadian Teacher Education Programs
Quelle	In: Power and Education, 15 (2023) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeLuca, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/17577438221108240
Schlagwörter	Foreign Countries; Preservice Teacher Education; Self Evaluation (Individuals); Preservice Teachers; Reflection; Student Attitudes; Teaching Methods; Australia; Bhutan; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Australien; Kanada
Abstract	In this article, we look at three teacher education programs across three countries--Australia, Bhutan, and Canada--to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and development. Qualitative data were collected from teacher candidates from one teacher education program in each country to obtain the views and reflections of teacher candidates about the power and pedagogy of self-assessment to inform their learning and development. Analysis of results led to three overarching themes: (a) consistent learning priorities of pre-service teachers as they engage with reflection; (b) pedagogical features that leverage self-assessment strategies to enhance reflective practice; and (c) the possibilities for reflection to facilitate a professional stance towards learning. Each theme is discussed with consideration for teacher education practices and theory. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01