Learning in the practicum: engaging pre-service teachers in reflective practice in the online space

Jones, Mellita; Ryan, Josephine

doi:10.1080/1359866x.2014.892058

Cited by 70 publications

(62 citation statements)

References 11 publications

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“…Earlier research show that participants in online discussions have a greater opportunity to develop their thoughts than offline (Garrison et al 2001;Jones and Ryan 2014;Wu and Hiltz 2004), that training is needed and that the discussion needs to be well structured (Garrison and Cleveland-Innes 2005;Dysthe 2001). In the present study no training was provided.…”

Section: Discussionmentioning

confidence: 99%

“…The conclusion of this project was that by using certain techniques introduced by the teacher, the students deepened their comprehension of the studied subject and enhanced their meta-cognitive awareness of teaching. Jones and Ryan (2014) found that students are often left alone to make connections between the theory in teacher education and practice in classrooms. Therefore they compared the role played by structured and unstructured online peer discussions in improving practice in rural areas.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This argument can also be used for economic reasons and can explain why decision-makers are easily convinced of the advantages of online education. Several researchers claim, furthermore, that group discussions online promote students' critical thinking (Jones and Ryan 2014;Saadé et al 2012;Garrison et al 2001;Wu and Hiltz 2004), but it is important that the discussions are well structured and preferably led by a moderator (Yang 2008;Garrison and Cleveland-Innes 2005;Dysthe 2001), since reflection does not come automatically (Pedro 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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Reflective discussions in teacher training: A comparison between online and offline discussions of course literature in a class of pre-service teachers

Enochsson

2017

Educ Inf Technol

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This paper compares outcomes of student teachers' use of oral classroom and written online forum discussions of course literature, with the aim of examining how each mode facilitates reflective practice. Data were collected from a class of 11 participating student teachers. Oral discussions were video-recorded and written online discussions were saved as Word files. Clinchy's levels of knowing were used to determine the depth of the reflections and qualitative analyses inspired by Harasim were carried out as a complement. Findings indicate that on a group level the performance according to the levels of reflective thinking was the same. Both modes have advantages and drawbacks, but it is clear that there should be a variety of modes to provide individual student teachers with better possibilities of developing their reflections. Further explorations of the interaction between modal preference and modal performance, as well as the implications for online peer collaboration, are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Reflective discussions in teacher training: A comparison between online and offline discussions of course literature in a class of pre-service teachers

Enochsson

2017

Educ Inf Technol

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“…Estas experiencias indagan en el rol del tutor en la estructuración, mediación o andamiaje de la experiencia reflexiva, basadas en planteamientos vigostkianos de aprendizaje social, y/o feuersteniananos sobre mediación, u otros (CHUNG; VAN ES, 2014;AUHL;HASTINGS, 2013;GELFUSO;DENNIS, 2014;JONES;RYAN, 2014;MOORE-RUSSO;WILSEY, 2014;OAKLEY;PEGRUM;JOHNSTON, 2014;SILVA et al, 2012;SIMS;WALSH, 2009;YAFFE, 2010).…”

Section: Experiencias De Promoción De La Reflexividad Docenteunclassified

“…Nueve de las doce experiencias apuestan en la centralidad del rol estructurador del formador, ya sea como experto en pedagogía o didáctica, en reflexión, o ambos (BATES; RAMÍREZ; DRITS, 2009; CHUNG; VAN ES, 2014;AUHL;HASTINGS, 2013;FRICK;CARL;BEETS, 2010;GELFUSO;DENNIS, 2014;OAKLEY;PEGRUM;JOHNSTON, 2014;SILVA et al, 2012;SIMS;WALSH, 2009;YAFFE, 2010); mientras dos experiencias comparan los efectos del andamiaje o no andamiaje en la práctica reflexiva (BLOMBERG et al, 2014;JONES;RYAN, 2014); y una experiencia analiza los efectos de la promoción de la reflexión sin andamiaje del tutor (MOORE-RUSSO; WILSEY, 2014).…”

Section: Experiencias De Promoción De La Reflexividad Docenteunclassified