Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

Foong, Lydia Yoke Yean; Nor, Mariani Md; Nolan, Andrea

doi:10.23965/ajec.43.1.05

Cited by 50 publications

(20 citation statements)

References 23 publications

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“…Moreover, collective reflection as a method for having deeper reflection suggested by the current studies (e.g. Foong et al, 2018) also could be utilized in this area.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 98%

“…In addition, reflective journaling is considered as a tool for preservice teachers to foster dispositional development (LaBelle & Belknap, 2016). Around the world, the studies conducted with preservice and in-service teachers in early childhood area (Beavers, Orange, & Kirkwood, 2017;Cherrington & Loveridge, 2014;Durand, Hopf, & Nunnenmacher, 2016;Foong, Binti, & Nolan, 2018;Kahles, 2015;Riojas-Cortez, Alanís, & Flores, 2013) have addressed on different aspects of reflection and reflective thinking. In Turkey, a few studies have focused on reflective journal writing of preservice teachers in different areas of education, computer and instruction technology (Akkoyunlu, Telli, Cetin, & Daghan, 2016), science (Cengiz et al, 2014) primary education (Ekiz, 2006;Koc & Yildiz, 2012), and child development and early childhood education (Isikoglu, 2007;Kucukoglu, Ozan, & Tasgin, 2016;Sahin, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Ünlü¹,

Dökme²

2017

EJER

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The purpose of the study is to determine the effect of gender and class level on science teacher candidates' epistemological beliefs and critical thinking disposition, as well as examine the relationship between these two dependent variables.Research Methods: This study was designed as a descriptive survey. Participants were 447 students majoring in science education. The data for the epistemological beliefs was collected with the Scale of Epistemological Beliefs (SEB); data for critical thinking disposition was collected with the California Critical Thinking Disposition Inventory (CCTDI). The data was evaluated in SPSS with a Mann Whitney U, Kolmogorov-Smirnov, and two variable correlation. Findings The study found that female students had more developed epistemological beliefs than their male counterparts. Students' SEB and CCTDI scores also exhibit a moderate positive correlation. The students' epistemological beliefs and critical thinking dispositions did not vary regularly by class level.

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“…Moreover, collective reflection as a method for having deeper reflection suggested by the current studies (e.g. Foong et al, 2018) also could be utilized in this area.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Ünlü¹,

Dökme²

2017

EJER

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“…Through dialogue between group members, participants can conduct rational communication and reach cognitive consensus. Input from others can also prompt reflection from multiple perspectives, new platform for problem-solving, connecting theory to practice, and provide emotional support [ 33 , 66 ], and provide participants with opportunities for explicit tacit knowledge [ 13 ].…”

Section: Resultsmentioning

confidence: 99%

Revelations of service-learning project: Multiple perspectives of college students’ reflection

Lin

2021

PLoS ONE

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This study explored the reflections of college students at different stages of their service provided to preschoolers and proposed recommendations on service-learning curricula according to the research findings. Thirty-six college juniors enrolled in an academic service-learning course were asked to complete a service-learning project, to undertake service activities in the form of eight storytelling sessions at preschools. This storytelling plan was 1.5-hour-long each, twice per month, for 16-weeks. Qualitative case study approach was employed in this study. Data consisted of documentation of the participants’ reflections, focus group interviews, and research logs. The thematic analysis was employed to analyze data and data were analyzed using the constant comparative technique. The study revealed that the contents of participants’ reflections took on a qualitative change as their service experience accumulated. Before their service experience, their reflections focused on personal expectations. This shifted professional learning and personal growth during the service experience. After their service experiences, their reflections were extended to include social concern. Also, the participants were inspired to actively acquire professional knowledge from their service experiences. Various reflection activities triggered different levels and functions of reflection by the participants. Writing activities caused the participants to focus on personal reflection, providing the opportunity for them to examine and adjust their ideas; group discussion activities allowed the participants to focus on group dialogue, with which they achieved learning and gained identity. Finally, students experienced emotional highs and lows during their experience of service, describing tension and fear initially, then joy or disquietude subsequently. Recommendations based on the research results were provided to facilitate planning of the service-learning curriculum by college educators.

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“…In this research, the strengthening of the mentoring element of the VL's role served to empower students to reflect on and articulate their practice and the theories and ideas underpinning their pedagogical choices. Foong et al (2018) support this argument and suggest that "a collective approach to reflection is capable of bringing new meanings and deeper engagement" (p. 50). The next phase will be to examine the impact of our application of what we have learned from this project through the implementation of our reconceptualised model for practicum.…”

Section: What Does Changing the Vl Role Mean For Practicum?mentioning

confidence: 87%

Reconceptulising the Role of the Visiting Lecturer:

Perry

Probine

2021

pjtel

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The national lockdown during semester one of 2020 meant the Manukau Institute of Technology Early Childhood teams needed to revisit the existing requirements of their programmes in terms of practicum. In response, the teams developed ‘virtual’ meetings to replace the usual observation visit by a visiting lecturer. By using communication software (Microsoft Teams with cell phone back up) the student and Visiting Lecturer engaged in weekly critically reflective conversations that mentored the student in thinking about their practice, setting goals to work on and articulating their learning. By using the software in this way, the Visiting Lecturers changed their role from merely assessor of practice to firstly, mentor and guide. In the online triadic meetings (also using Microsoft Teams and cell phone back-up) it became clear that the traditional model of the student being told how the assessor felt they had met the practicum criteria was replaced with one where the student was able to articulate for themselves. At the end of the semester, students and lecturers were invited to give feedback via a survey. The responses focused on the deep learning experienced, ownership of learning, and the confidence the students felt at the on-line triadic. Much more unexpected was the correlation between survey responses and much of the literature. Drawing on these findings, this presentation poses some possibilities for what both the practicum and a reconceptualised relationship between visiting lecturer, associate teacher and students could look like in the ‘new normal’.

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Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

Cited by 50 publications

References 23 publications

Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Revelations of service-learning project: Multiple perspectives of college students’ reflection

Reconceptulising the Role of the Visiting Lecturer:

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