The reflection level and the construction of professional identity of university students

Engelbertink, Monique M. J.; Colomer, Jordi; Mittendorff, Kariene; Pastells, Ángel Alsina i; Kelders, Saskia M.; Ayllón, Sara; Westerhof, Gerben Johan

doi:10.1080/14623943.2020.1835632

Cited by 29 publications

(18 citation statements)

References 19 publications

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“…In round 1, two researchers from the research team discussed other students' and teachers' comments and reached a consensus on the cooperative learning categories for each individual comment, with an analysis on 10% of the comments. Krippendorff's inter-reliability rating [15,48] was "substantial" for the students' comments (0.91) and teachers' comments (0.95). In round 2, all six researchers analyzed the firstround results to finally locate all comments on each cooperative learning category.…”

Section: Reflective Narratives On Cooperative Activities and Sdg5 And Sdg10mentioning

confidence: 99%

“…Level 1 corresponded to a basic description narrative and level 5 to a critical reflective narrative. In level 5, the pre-service teacher transformed the out-of-class professionalism developed through the pre-school and primary classroom activities into critical and contextualized social, cultural, and political reflections on inequalities [29,48].…”

Section: Reflective Narratives On Cooperative Activities and Sdg5 And Sdg10mentioning

confidence: 99%

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Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

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This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

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Section: Reflective Narratives On Cooperative Activities and Sdg5 And Sdg10mentioning

confidence: 99%

Section: Reflective Narratives On Cooperative Activities and Sdg5 And Sdg10mentioning

confidence: 99%

Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

et al. 2021

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“…Conforme abordado nessa pesquisa, numa formação no modelo realista-reflexivo, porém, os conhecimentos descritivos e normativos, as competências e a identidade profissional, nada disso pode ser transmitido ou transferido já com significados impregnados, mas precisa ser construído pelo próprio indivíduo (ALSINA; BATLLORI; FALGÁS; GÜELL; VIDAL, 2016) exercendo a sua autonomia e Artigo Formação docente no modelo realista-reflexivo: uma aproximação do contexto brasileiro Revista Educação em Questão, Natal, v. 59, n. 60, p. 1-28, e-24757, abr./jun. 2021 autorregulação do aprendizado e, assim, desenvolvendo sua capacidade de decidir ALSINA, 2020).…”

Section: Considerações Finaisunclassified

“…Assim, a adoção de um quadro normativo e a imposição de uma conduta e de um perfil indenitário profissional "padrão" poderá não atingir os efeitos almejados. Sendo pertinente, apresentar diversas formas diferentes de trabalhar e pensar a agencia docente: autonomia e a capacidade de saber decidir (ESTEVE; ALSINA, 2020).…”

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Formação docente no modelo realista-reflexivo

Rodrigues-Silva

Pastells

2021

Revistaeduquestão

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Este artigo explora a formação docente no modelo realista-reflexivo com o objetivo de aproximá-lo ao contexto lusófono. Trata-se de uma abordagem neo-vygotskiana de construção colaborativa dos conhecimentos descritivo e normativo em simbiose com a prática, por meio da reflexão crítica cíclica autorregulada: consideram-se as experiências e os conhecimentos prévios, o sistema de crenças e os valores. Apresenta-se as principais características do modelo realista-reflexivo, as etapas de desconstrução, co-construção e reconstrução, os ciclos reflexivos, as marcas de autorregulação, e ferramentas como rubrica guia e de verificação da aprendizagem, além de relatos de casos práticos da Espanha e dos Países Baixos. Concluiu-se que os membros da Comunidade de Países de Língua Portuguesa (CPLP), em específico o Brasil, podem ser beneficiados com formação de professores no prisma realista-reflexivo, sobretudo, na modalidade de Educação a Distância, e por ser um campo pertinente que precisa ser mais intensamente pesquisado e praticado.

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“…Many of these authors define motivation as a fundamental variable for the success and academic performance of tertiary students and primary school students. Motivation depends on the level of students' self-concept, self-esteem, self-efficacy, and self-regulation [11,16]. The level of motivation is closely related to the social image that the student projects, as well as the perception of oneself, which is also regulated by students' personal, educational, academic and professional environment.…”

Section: Introductionmentioning

confidence: 99%

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

et al. 2021

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This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach.

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The reflection level and the construction of professional identity of university students

Cited by 29 publications

References 19 publications

Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

Formação docente no modelo realista-reflexivo

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

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