Learning and Sharing through Reflective Practice in Teacher Education in Italy

Selmo, Laura; Orsenigo, J

doi:10.1016/j.sbspro.2014.01.496

Cited by 12 publications

(11 citation statements)

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“…In fact, they stressed the importance of reflective learning approach in teacher education. Again, Selmo and Orsenigo (2014) in their studies stated that reflective applications are a good learning tool in teacher education and they believed that such applications are quite useful for teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Liou (2001) argued that reflective applications are to increase teachers' awareness about instruction and cause a positive start in teaching practices. Schön (1987) very much like Liou claimed that reflective applications are an important factor that improve professional activities (Selmo & Orsenigo, 2014). Kilpatrick, Hart, Najee-ullah and Mitchem (1997), on the other hand, maintained that reflective learning is a teacher change model that started in 1980s.…”

Section: Reflective Learningmentioning

confidence: 99%

“…When the literature is reviewed, it is so clearly seen that contemporary teaching approaches like project based learning, problem based learning, inquiry based learning, and scenario based learning and reflective learning in teacher education have attracted considerable attraction recently. It is also discovered that numerous studies have been conducted about the efficiency of teaching approaches and self-competence (Özçınar, 2015;Selmo & Orsenigo, 2014;Skaalvik & Skaalvik, 2010;Schneider & Synteta, 2005). However, it is found that most of these studies were conducted with the aim of comparing the efficiency of contemporary teaching approaches with traditional methods.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

2017

European Journal of Contemporary Education

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The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence perceptions are also searched. This research is both qualitative and quantitative oriented and is conducted with two different groups: one is scenario based learning group and the other one is reflective learning group. Besides, the research is carried out with 62 prospective teachers who take-Teaching Practice‖ course. The group of reflective learning is composed of 30 prospective teachers whereas the scenario based learning group is composed of 32 prospective teachers. The applications which are lasted 12 weeks are supported with one of the educational social networks called edmodo. The findings of the research revealed that the scenario based learning is more effective than reflective learning in terms of prospective teachers' academic achievement. However, there is no significant difference found in the professional self-competence perceptions of both scenario based learning group and reflective learning group.

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Section: Discussionmentioning

confidence: 99%

Section: Reflective Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

2017

European Journal of Contemporary Education

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“…The positive impact is also evident at the school organization level. https://doi.org/10.15405/epsbs.2019.08.03.176 Corresponding Author: Ioana Stăncescu: Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 1434 Thus, in the studies that have addressed this issue (Çimer, Çimer, &Vekli, 2013;Dewey, 1992;Finlay, 2008;Griffiths, 2000;Hoffmann, 2016;Jay & Johnson, 2002;Jennings, 2017;Leijen et al,2014;Marzano, 2015;Mathew, Mathew, & Peechattu, 2017;Pollard, 2008;Richards &Lockhart, 1996;Selmo & Orsenigo, 2014;Soisangwarn &Wongwanich, 2014;Stăncescu, Drăghicescu & Petrescu, 2018;Walker, 2018) are presented the following advantages/benefits of the use of reflective practice:…”

Section: Problem Statementmentioning

confidence: 99%

The Teacher`s Reflective Practice – A Premise Of The Quality Education

Drăghicescu¹

2019

The European Proceedings of Social and Behavioural Sciences

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Ensuring quality education implies a constant concern of teachers to improve their own educational practices. For this purpose, one of the important steps they have to engage in is the reflection on didactic activity, which should be considered not just an option, but a stringent necessity, an intrinsic component of the educational process. The teacher's reflection on his own educational practices can bring important benefits in the educational process: better knowledge of the students/preschool children, improvement of didactic design, optimization of the didactic strategy, identification of appropriate ways of differentiating and individualizing the teaching, facilitating a better understanding of the content transferred to students, identifying optimal ways of developing students/preschool children competences, a better pedagogical relation with the class of students/pre-school group, improving the assessment methodology, regulating/self-regulating of didactic act, optimizing the teacher's didactic style and the learning style of each students and, implicitly, the learning outcomes, adequate management of the problems that may arise in the classroom. The present study focuses on analyzing the perception of teachers from pre-university education about the role of reflection in improving the quality of the educational process, on the aspects covered by the reflective practice, on the frequency of reflection-based approaches and on the main benefits of reflective practice.

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“…The vast development in information technologies and communication means has a great influence on education process and teaching strategies [1,2]. In the last decades, a lot of recent teaching strategies are produced to face the quick technological development [2,3,4]. One of these strategies is SBL which takes a significant attraction recently from both teachers and learners [2,5].…”

Section: Introductionmentioning

confidence: 99%

Adopting Scenario Based Learning in Critical Care Nursing Education: Students’ Achievement and Feedback

Ahmed¹

2019

AJNR

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Scenario based learning (SBL) is up-to-date inventive teaching method that providing directive discussion for nursing students. Effective designed scenarios are considered the corner stone for teachers to integrate learning objectives into nursing students' learning experience. Many studies reported that SBL is a broad dynamic interactive teaching and learning strategy. It enhances students' decision making skills and self-learning abilities. Aim: the current study aimed to explore fourth level nursing students' achievement and feedback about scenario based learning at Faculty of Nursing, Mansoura University. Method: a descriptive research design was used. A total of 251 fourth level nursing students registered in critical care nursing course in the second semester of the academic year 2016-2017 were involved in the study. Two tools were used to collect data for the present study which was developed by the researcher. Tool one "Students' Achievement Sheet" that involved eight main domains. Tool two is "Students' Feedback about SBL" which folded 18 statements. Results: The majority of the students analyzed scenarios clearly by discovering the cues and inferences related to the scenario problem with high score ranged from good to excellent (61. 25-96.25). Despite around 70% of the students' perceived SBL as a very stressful learning method, it was exciting and enjoyable (62.7%) for them. Also, most of them (75%) agreed that the teachers were a good guide and facilitator for them. Conclusion: The findings of the current study support the argument that SBL is an effective and dynamic learning method and easy to be conducted. It enhances the nursing students' skills and learning abilities to bridge the theory-practice gap.

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Learning and Sharing through Reflective Practice in Teacher Education in Italy

Cited by 12 publications

References 1 publication

Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

The Teacher`s Reflective Practice – A Premise Of The Quality Education

Adopting Scenario Based Learning in Critical Care Nursing Education: Students’ Achievement and Feedback

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