A framework for facilitating video-mediated reflection: Supporting preservice teachers as they create ‘warranted assertabilities’ about literacy teaching and learning

Gelfuso, Andrea

doi:10.1016/j.tate.2016.04.003

Cited by 45 publications

(25 citation statements)

References 30 publications

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“…The findings of this study have indicated that reflection is content specific (Gelfuso, 2016) in that the reflective practitioner need time, knowledge, and experience to develop their professional understanding in teaching. The present study has revealed that the participants' level of reflectivity is mostly within the range of dialogic reflection (Level 3 and Level 4).…”

Section: Resultsmentioning

confidence: 91%

Levels of Reflection in Efl Pre-Service Teachers’ Teaching Journal

Nurfaidah

Lengkanawati

Sukyadi

2017

Indonesian J. Appl. Linguist

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This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indicated that regarding framework of level of reflection, the EFL pre-service teachers' level of reflectivity is mostly in the range of dialogic reflection Level 3 and dialogic reflection Level 4. Within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyse and evaluate their instructional practices. No one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure.

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Section: Resultsmentioning

confidence: 91%

Levels of Reflection in Efl Pre-Service Teachers’ Teaching Journal

Nurfaidah

Lengkanawati

Sukyadi

2017

Indonesian J. Appl. Linguist

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“…All of the groups of teachers who underwent transformation in our project experienced a phenomenon known as dissonance (Delaney, 2015;Gelfuso, 2016) or friction (Bakkenes, Vermunt, & Wubbels, 2010;Ward, Nolena, & Horn, 2011). Dissonance describes a situation in which there is a discrepancy between what is expected or wanted and what is true.…”

Section: Discussionmentioning

confidence: 99%

“…They claimed that without conflicts that result in productive friction being experienced and reconciled, no lasting change is possible in the teaching profession. According to Gelfuso (2016), experiencing dissonance is closely connected with reflection. Therefore, dissonance is not only recognized in the process of reflection but also enables the process of reflection.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Emotions in Teacher Development: Do They Matter?

Šeďová¹,

Šalamounová²,

Švaříček³

et al. 2017

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“…En este sentido, convenimos en que dejar fluir la reflexión a partir de las preocupaciones que los estudiantes traían a la clase o taller era necesario para dotar de significado el trabajo y no coartar el análisis. Para ello se requería elaborar buenas preguntas que actuaran como gatilladoras o generadoras de conflicto para profundizar el análisis (Gelfuso, 2016). De esta forma, el mayor desafío se instala en poder equilibrar mejor un estilo de conducción: más abierto en el inicio de la discusión, para favorecer que emerjan las problemáticas de interés y más directivo hacia el final, para hacer converger las voces participantes (Liu, 2017).…”

Section: Algunas Reflexiones Finalesunclassified

Supervisión y acompañamiento de prácticas profesionales. Desarrollo de un enfoque de reflexividad práctica desde un self-study colaborativo

Gálvez

Lorca

Pérez

et al. 2020

RIEOEI

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Este artículo recoge el proceso de indagación colectivo y sistemático de cuatro académicas en relación a la enseñanza de la reflexión en el contexto de prácticas profesionales en estudiantes de pedagogía a través de la metodología de self-study. Sus resultados manifiestan las tensiones profesionales suscitadas de la revisión de nuestras prácticas de enseñanza, la relevancia de las propias concepciones sobre el rol docente y la importancia de la comunidad de amigos críticos en el proceso reflexivo para poner en valor los dilemas y aprendizajes de un ejercicio profesional muchas veces solitario y poco estudiado. En ese contexto, el self-study busca ser tanto un enfoque de investigación de la propia práctica en académicos universitarios, como una instancia para mejorar las prácticas de enseñanza a través de la generación de conocimientos prácticos de la profesión con el fin de posibilitar mejores aprendizajes en los estudiantes de pedagogía.

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A framework for facilitating video-mediated reflection: Supporting preservice teachers as they create ‘warranted assertabilities’ about literacy teaching and learning

Cited by 45 publications

References 30 publications

Levels of Reflection in Efl Pre-Service Teachers’ Teaching Journal

Levels of Reflection in Efl Pre-Service Teachers’ Teaching Journal

Teachers’ Emotions in Teacher Development: Do They Matter?

Supervisión y acompañamiento de prácticas profesionales. Desarrollo de un enfoque de reflexividad práctica desde un self-study colaborativo

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