Professional development through reflection in teacher education

Körkkö, Minna; Kyrö-Ämmälä, Outi; Turunen, Tuija

doi:10.1016/j.tate.2016.01.014

Cited by 224 publications

(166 citation statements)

References 32 publications

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“…Through supportive tools, student teachers are able to perceive and assess their experiences in order to understand the beliefs and assumptions underlying the experiences (cf. Körkkö, Kyrö-Ämmälä & Turunen, 2016).…”

mentioning

confidence: 99%

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

Maaranen

Stenberg

2017

Reflective Practice

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This research focused on personal practical theories of Finnish student teachers, on how they argued for them and what they contained, and the data was analysed using Korthagen's "onion" model of reflection (e.g. 2004). The framework of this research consists of reflection and personal practical theories. Personal practical theories are viewed as important for a teacher's identity: they guide the teacher's work, action and reactions before, during and after a teaching event. Reflecting on teaching, then again, has been one of the most significant issues and focus of numerous studies for several decades. This is a case study of six elementary school student teachers, who had constructed their PPTs before the practicum. We examined their reflections using the

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confidence: 99%

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

Maaranen

Stenberg

2017

Reflective Practice

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“…Research on the nature and impact of PTs' reflective practice typically concerns field-based experiences (Körkkö et al 2016), and more recently portfolio assessments (Toom et al 2015).…”

Section: Inquiring Professionalsmentioning

confidence: 99%

Practice-Based Initial Teacher Education: Developing Inquiring Professionals

Anthony

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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Practice-based initial teacher education reforms are typically organised around a set of core teaching practices, a set of normative principles to guide teachers' judgement, and the knowledge needed to teach mathematics. Developing more than understandings, practices, and visions, practice-based pedagogies also need to support prospective teachers' emergent dispositions for teaching. Based on the premise that an inquiry stance is a key attribute of adaptive expertise and teacher professionalism this paper examines the function and value of inquiry within practice-based learning. Findings from the Learning the Work of Ambitious Mathematics Teaching project are used to illustrate how opportunities to engage in critical and collaborative reflective practices can contribute to prospective teachers' development of an inquiry-oriented stance. Exemplars of prospective teachers' inquiry processes in action-both within rehearsal activities and a classroom inquiry-highlight the potential value of practice-based opportunities to learn the work of teaching.

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“…The data collection was carried out by means of semi-built-in interviews [1] with the students teachers, with the aim of learning how they experience their long stay in the schools in the course of the implementation of the program, and what problems they encounter, and what inner struggles do they have [5], and by means of feedback and reflections which the students teachers wrote during the school year [17,30]. In addition, throughout the year there were held semi-built-in in-depth interviews with the pedagogical advisors, the cooperating teachers and the school principals, with the goal of learning and understanding how they experienced the processes undergone by the students teachers.…”

Section: The Research Toolsmentioning

confidence: 99%

“…The cooperating teachers should be helped to set before the students teachers significant goals for achieving, and which will enable them to develop and progress professionally [13]. From various research studies we may learn that the majority of interactions between cooperating teachers and students teachers focus on teaching contents, on strategies and on imposing authority, but they are lacking in all the aspects relating to individual coaching and which concentrate on the fostering and developing of the reflective, professional and emotional capacities of the students teachers [17]. The developers of the "Academia-Class" program should think of ways how to develop and also include these aspects in the cooperative instruction and teaching processes between the cooperating teachers and the students teachers.…”

Section: Development Of Partnership Modelsmentioning

confidence: 99%

Students Development during Intensive Practical Work in Schools for the New "ACADEMIA–CLASS" Training Program

Galili¹

2017

EDUCATION

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The research's aim was to focus on 8 students teachers during the first year of implementation of the "Academia-Class" program, (attached to schools for three days per week instead of one day) and are full partners in the work of the classroom teachers. The research findings reveal satisfaction on the part of the schools and the students teachers with the inventiveness and variety displayed by the students teachers in the classes, their considerable acquaintance with various pupils and the progress achieved by the pupils. The collaboration created between the cooperating teachers and the students teachers are still superficial at this stage.

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Professional development through reflection in teacher education

Cited by 224 publications

References 32 publications

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

Practice-Based Initial Teacher Education: Developing Inquiring Professionals

Students Development during Intensive Practical Work in Schools for the New "ACADEMIA–CLASS" Training Program

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