Editing video cases to facilitate preservice teachers’ self-reflection on their instructional decisions

Sancar, Raziye; Deryakulu, Deniz

doi:10.1080/14623943.2022.2056884

Cited by 5 publications

(1 citation statement)

References 28 publications

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“…Three types of reflection are highlighted in theory: reflection after receiving feedback from students, reflection after receiving feedback from colleagues, and self-reflection on one's own teaching practice. Through self-reflection, a teacher identifies the root causes of problems, makes judgments, expresses emotions, analyses, and generalizes, enriching their experience and enhancing decisions that are vital for improving the effectiveness of the teaching process (Sancar and Dervakulu, 2022). To address these challenges proactively, the training of teachers within the study process should emphasize the importance of receiving feedback from fellow students.…”

Section: Resultsmentioning

confidence: 99%

Challenges and opportunities for the development of future teachers’ professional competence in Latvia

Āboltiņa,

Lāma,

Sarva

et al. 2024

Front. Educ.

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In the 21st century, characterized by the continual evolution of education and new educational needs being raised and demanded, teachers’ professional competence encounters a series of challenges. In the context of Latvian education, it is highly significant to enhance the professional competence of future teachers and adapt it according to real-world challenges and opportunities. The professional competence of future teachers encounters challenges ranging from adapting to technological advancements to fostering an inclusive learning environment for diverse groups of students. In this research mixed method approach is applied, quantitative data from the self-evaluation instrument developed through the project “Development and Implementation of the Education Quality Monitoring System” (2nd round) and qualitative data from focus group discussions with education stakeholders are employed to analyze the challenges and opportunities for the development of future teachers’ professional competence. Based on the analysis, challenges for the enhancement of future teachers’ professional competence were identified at both institutional and individual levels among those strengthening schools as learning organizations and fostering open mindset toward change. By shedding light on these challenges and opportunities, this study contributes to the broader discourse on teachers’ preparation and continuous development, ensuring their readiness to navigate the multifaceted landscape of modern education effectively.

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Section: Resultsmentioning

confidence: 99%