Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-service Teachers

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

“…This is particularly true when preservice teachers encounter challenging inclusive teaching experience (e.g., using a variety of assessments, designing individualized learning tasks; Sharma et al, 2012; Tschannen-Moran & Hoy, 2007). To support preservice teachers in obtaining experience of mastery, teacher-educators could organize sessions for preservice teachers to reflect on their past lessons and, based on their reflections, plan their future lessons (Tiainen et al, 2018). Vicarious experience promotes high self-efficacy and occurs for example, when teacher-educators explicitly model the expected behavior for their students.…”

“…Teacher-educators need to be mindful of the emotional state of their preservice teachers and promote self-awareness and reflection among them to regulate their feelings. Viewing videos of their own teaching during mentoring could help teacher-educators to stimulate recall and induce awareness and reflection during inclusive instruction (Tiainen et al, 2018).…”

Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey

“…In the first place, one-to-one reflection sessions provided valuable data and a context where pre-service teachers can share their experiences dialogically; yet, for large scale quantitative studied the teacher reflection inventories developed by Akbari et al (2010) or Xu et al (2015) cen also be used. Another important suggestion based on the findings of the present study and the findings of the study conducted by Tiainen et al (2018) would be to make reflection with peers and mentors an essential component of the first years of pre-service teachers and to give sufficient time to pre-service teachers to absorb the necessary skills. In Turkish context, Akcan's (2015) study found that there are differences between and among between the content of pre-service teachers' academic courses in their teacher education programme and the conditions they experienced in classrooms.…”

Promoting practical wisdom in teacher education: a qualitative descriptive study

“…Indeed, practicum studies are an effective and powerful way to promote student teachers' learning (Allen and Wright 2014 20143;Smith and Levi-Ari 2005). Various studies have been conducted in practicum settings that -consider preservice student teachers' reflections (Tiainen, Korkeamäki, and Dreher 2016), reflective thinking (Toom, Husu, and Patrikainen 2015), awareness (Eksi and Gungor 2018), theorypractice connections (Tilson, Sandretto, and Pratt. 2017) and professional development (Ulvik, Helleve, and Smith 2018).…”