Reflection : Journals and Reflective Questions : a Strategy for Professional Learning

Clarke, Maggie

doi:10.14221/ajte.2004v29n2.2

Cited by 47 publications

(36 citation statements)

References 22 publications

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“…Clarke (2004) analyzed the reflective journal entries of student-teachers doing an internship program in one university in Sydney and categorized the entries into Dietz model of Professional learning (exploration, organization, connection, and reflection).…”

mentioning

confidence: 99%

Cultivating Pre-Service Teachers’ Classroom Management Skills Through Teaching Practicum: A Reflective Practice

Ragawanti

2015

TEFLIN

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Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants' journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre-and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service's classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.

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confidence: 99%

Cultivating Pre-Service Teachers’ Classroom Management Skills Through Teaching Practicum: A Reflective Practice

Ragawanti

2015

TEFLIN

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“…al., 2012). Collaborative reflection is considered to be a step further than individual reflection because it involves not only self-inquiry but also an external dialog with others such as the teacher or peers (Clarke, 2003;Hawkes & Romiszowski, 2001) to reach a mutual understanding and build meaningful knowledge together (Yukawa, 2006). The findings of this study showed that the pre-service teachers consider the case story method effective not only in providing opportunities of personal reflection but also in encouraging collaborative reflection between peers.…”

Section: Discussionmentioning

confidence: 76%

Using the Case Story Method in a Teacher Education Practicum: Affordances and Constraints

2016

EDUC SCI-THEOR PRACT

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This case study explored the implementation of the case story method in practicum from the perspective of pre-service English language teachers. Twenty-one senior pre-service teachers were engaged in writing case stories based on their practicum observations and reflecting on those case stories collaboratively. The data obtained from the post-course reflection papers and a focus group interview were analyzed through a thematic analysis. The findings showed that pre-service teachers reported several personal and social affordances of using the case story method in practicum. Compared to the perceived affordances, pre-service teachers emphasized a smaller body of perceived constraints for the implementation of the method with respect to resources and management. In this study, the findings are discussed thoroughly regarding their potential implications for pre-service teacher education.

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“…In addition, some researchers have examined practicum supervision and mentoring (Hastings & Squires, 2002;White & Le Cornu, 2002;Yarrow, Millwater, & Foster, 1996), efficacy of in-service TTC's (Yuen-Kwan, 1998), the application of teaching portfolios in TE (Berrill & Addison, 2010), and teachers' reflective practices (Clarke, 2004;McLaughlin & Hanifin, 1995;Risko, Vukelich, & Roskos, 2002;Schön, 1987). Perspectives on teacher evaluation, including the what, whos, and whys of TE (Smith, 2005), alternative paradigms of TE (Zeichner, 1983), teacher expertise (Tsu, 2005), and the knowledge-base of language TE (Freeman & Johnson, 1998 have also been investigated.…”

Section: Language Teacher Educationmentioning

confidence: 99%

The Status Quo of Teacher-Training Courses in the Iranian Efl Context: A Focus on Models of Professional Education and Dynamic Assessment

Rezaee

Ghanbarpour

2016

IJ21CE

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Given that Teacher-Training Courses (TTC's) have responsibility for assisting prospective teachers with building up a repertoire of technical & pedagogic knowledge, the systematically evaluation of such courses is regarded as seminal (Lynch, 2003 andPeacock, 2009). Therefore, the present study is an attempt to (a) probe into the way professional expertise is acquired by preservice Iranian EFL teachers, (b) analyze the instructional content of TTC's currently held in Iran, with a focus on teachings on Dynamic Assessment (DA), and (c) examine preservice teachers' and TTC trainers' opinions about the TTC's. To this end, 9 purposefully selected TTC's were observed, employing participant observation, and content analyses were carried out on their syllabi. Also, 107 TTC participants filled out a questionnaire, and 14 TTC instructors were interviewed; the sampling of the TTC participants and instructors was nonprobability convenient. Results of descriptive statistics showed that accounting for 84.73% of all the instructional attempts, the craft model was the most frequently prevalent model of teacher learning. Content analyses and preservice teacher questionnaire results signified that writing skill was marginalized in all the courses, and none of them included instructions on DA in their syllabi. Open, selective, and axial coding as well as content analyses of the collected data gave rise to eight themes delineating major areas fueling the current research-practice divide in the TTC syllabi. Findings of the study provide an opportunity to examine the status quo, strengths, and weaknesses of the TTC's. The eight identified impediments to the employment of research in pedagogy could help reach a framework for factors that might induce TTC organizers to disregard the implication of relevant research findings for the courses they run.

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Reflection : Journals and Reflective Questions : a Strategy for Professional Learning

Cited by 47 publications

References 22 publications

Cultivating Pre-Service Teachers’ Classroom Management Skills Through Teaching Practicum: A Reflective Practice

Cultivating Pre-Service Teachers’ Classroom Management Skills Through Teaching Practicum: A Reflective Practice

Using the Case Story Method in a Teacher Education Practicum: Affordances and Constraints

The Status Quo of Teacher-Training Courses in the Iranian Efl Context: A Focus on Models of Professional Education and Dynamic Assessment

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