Educational assistance to improve reflective practice among student teachers

  1. Teresa Mauri 1
  2. Marc Clarà 2
  3. Rosa Colomina 1
  4. Javier Onrubia 1
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2016

Volumen: 14

Número: 39

Páginas: 287-309

Tipo: Artículo

DOI: 10.14204/EJREP.39.15070 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

Introducción. Algunos resultados de la investigación educativa de los últimos años indican que la reflexión conjunta puede mejorar la reflexión de los estudiantes de maestro sobre las situaciones de la práctica, si cuentan con ayuda adecuada del tutor. Este estudio tiene como objetivos identificar y caracterizar la ayuda ofrecida por los tutores de la universidad en situaciones de reflexión conjunta en el Prácticum y analiza su contribución al desarrollo de su capacidad reflexiva sobre las situaciones de la práctica docente. Método. Se trata de un estudio de caso. Se centra en el análisis de un proceso de reflexión conjunta de dos grupos de estudiants de maestro (13 y 15 estudiantes) y sus tutores en la universidad durante cinco semanas del Prácticum. Se llevó a cabo un doble análisis de los datos registrados en video: análisis de la interactividad y análisis de Contenido, ambos para examinar las formas de ayuda del tutor a la reflexión sobre la práctica. Resultados. Cada tutor distribuyó sus ayudas a la reflexión conjunta de modo específico, centrándolas en aspectos característicos de la reflexión diferentes, priorizando su intervención en algunas de las dimensiones de la reflexión. Se encontraron también diferencias en el tipo y cantidad de la ayuda ofrecida en cada dimensión de la reflexión. Asimismo los tutores mostraron diferencias en ofrecer ayudas a la reflexión focalizadas en aquellas dimensiones relevantes para la interpretación en profundidad de las situaciones de la práctica. Discusión y Conclusión. En general, los tutores mostraron una mayor competencia en ayudar a los alumnos a identificar los factores de las situaciones de la práctica y una mayor dificultad en asistirles en la interpretación de las situaciones analizadas mediante la identificación y el análisis de los dilemas que las caracterizan.

€ Ver financiación

Información de financiación

This research was funded by the Ministerio de Economía y Competitividad, Gobierno de España (Ministry of Economy and Competitiveness, Spanish Government), (EDU2013-44632-P. It was also funded by the Agència d’Ajuts Universitaris i de Recerca (Agency of University and Research Grants) (AGAUR), Generalitat de Catalunya (Generalitat of Catalonia), (2014 ARMIF 00052).

Financiadores

Referencias bibliográficas

  • Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192–207. doi:10.1016/j.system.2006.12.008
  • Bain, J. D., Mills, C., Ballantyne, R., & Packer, J. (2002). Developing Reflection on Practice Through Journal Writing: Impacts of variations in the focus and level of feedback. Teachers and Teaching, 8(2), 171–196. doi:10.1080/13540600220127368
  • Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann.
  • Chamoso, J. M., & Cáceres, M. J. (2009). Analysis of the reflections of student-teachers of mathematics when working with learning portfolios in Spanish university classrooms. Teaching and Teacher Education, 25, 198–206. doi:10.1016/j.tate.2008.09.007
  • Chitpin, S., Simon, M., & Galipeau, J. (2008). Pre-service teachers’use of the objective knowledge framework for reflection during practicum. Teaching and Teacher Education, 24, 2049–2058. doi:10.1016/j.tate.2008.04.001
  • Clandinin, D. J. (1986). Classroom practice: Teacher images in action. Philadelphia: The Falmer Press.
  • Coll, C., Onrubia, J., & Mauri, T. (2008). Ayudar a aprender en contextos educativos: el ejercicio de la influencia educative y el análisis de la enseñanza. Revista de Educación, 364.Mayor-agosto, 2008, 33-70
  • Cochran-smith, M., & Lytle, S. L. (1999). Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, 24, 249–305. doi:10.2307/1167272
  • Darling-Hammond, L., & Leiberman, A. (2012). Teacher education around the world: what can we learn from international practice? In L. Darling-Hammond & A. Leiberman (Eds.), Teacher education around the world: Changing politics and Practices (pp. 151–169). London: Routledge.
  • Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22(3), 281–301. doi:10.1016/j.tate.2005.11.005
  • Dawson, K. (2006). Teacher Inquiry: A Vehicle to Merge Prospective Teacher’ Experience and Reflection during Curriculum-Based Technology-Enhanced Field Experiences. Journal of Research on Technology in Education, 38(3), 265–292. doi:10.1080/15391523.2006.10782460
  • Delandshere, G., & Arens, S. A. (2003). Examining the quality of the evidence in preservice teacher portfolios. Journal of Teacher Education, 54(1), 57–73. doi:10.1177/0022487102238658
  • Dewey, J. (1933). How we think. Chicago: Henry Regnery.
  • Dewey, J. (1938). Logic: The Theory of Inquiry. New York: Holt, Rinehart and Winston.
  • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL? (pp. 61–91). Heerlen: Open Universiteit Nederland. Retrieved from http://www.ou.nl/documents/Promoties-en- oraties/Oraties/Oraties2002/oratieboek_PKI_DEF_Klein_ZO.pdf
  • Erickson, F. & Schultz, J. (1977). When is a context? Some issues and methods in the analysis of social competence. Quarterly Newsletter of the Institute for Comparative Human Development, 1, 5-10.
  • Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2012). Promoting Reflection in Teacher Preparation Programs: A Multilevel Model. Teacher Education and Special Education, 35(1), 7–26. doi: 10.1177/0888406411420887
  • Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1–11. doi:10.1016/j.tate.2013.10.012
  • Gennor, M. (2005). A Social Reconstructionist Framework for Reflection: The “Problematizing” of Teaching. Issues in Teacher Education, 14(2), 45–62. Retrieved from http://eric.ed.gov/?id=EJ796414
  • Grossman, P. (2010). Learning to Practice: The Design of Clinical Experience in Teacher Preparation. Policy Brief Series Document of AACTE & NEA, May, 1–8. Retrieved from https://www.nea.org/assets/docs/Clinical_Experience_-_Pam_Grossman.pdf
  • Hamlin, K. D. (2004). Beginning the journey: supporting reflection in early field experiences. Reflective Practice: International and Multidisciplinary Perspectives, 5(2), 167–179. doi:10.1080/14623940410001690956
  • Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884–1892. doi:10.1016/j.tate.2008.02.010
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. doi:10.1016/0742051x(94)00012-u
  • Krippendorff, K. (2013). Content Analysis. An Introduction to Its Methodology. Third Edition London:Sage.
  • Korthagen, F. (2001). Linking Practice and Theory. The Pedagogy of realistic Teacher Education. New York: Lawrence Erlbaum Associates, Inc.
  • Korthagen, F. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98–106. doi:10.1016/j.tate.2009.05.001
  • LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.
  • Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education…reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799–1812. doi:10.1016/j.tate.2008.02.008
  • Lemke, J. L. (1990). Talking science. Language, learning and values. Westport: Ablex.
  • Liakopoulou, M. (2012). The Role of Field Experience in the Preparation of Reflective Teachers. Australian Journal of Teacher Education, 37(6), 41–54. doi:10.14221/ajte.2012v37n6.4
  • Mälkki, K. (2012). Rethinking Disorienting Dilemmas Within Real-Life Crises : The Role of Reflection in Negotiating Emotionally Chaotic Experiences. Adult Education Quarterly, 62(3), 207–229. doi:10.1177/0741713611402047
  • Mercer, N. (2008). The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis. Journal of the Learning Sciences, 17(1), 33–59. doi:10.1080/10508400701793182
  • Moore-Russo, D. A., & Wilsey, J. N. (2014). Delving into the meaning of productive reflection: A study of future teachers’ reflections on representations of teaching. Teaching and Teacher Education, 37, 76–90. doi:10.1016/j.tate.2013.10.002
  • Oner, D., & Adadan, E. (2011). Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education. Journal of Teacher Education, 62(5), 477–492. doi:10.1177/0022487111416123
  • Ovens, A., & Tinning, R. (2009). Reflection as situated practice : A memory-work study of lived experience in teacher education. Teaching and Teacher Education, 25(8), 1125– 1131. doi:10.1016/j.tate.2009.03.013
  • Pareja Roblin, N., & Margalef, L. (2013). Learning from dilemmas: teacher professional development through collaborative action and reflection. Teachers and Teaching: Theory and Practice, 19(1), 18–32. doi:10.1080/13540602.2013.744196
  • Postholm, M. B. (2008). Teachers developing practice: Reflection as key activity. Teaching and Teacher Education, 24(7), 1717–1728. doi:10.1016/j.tate.2008.02.024
  • Rasmussen, J. (2008). Training teachers in Denmark: Ongoing reforms. Danish submission to the Alliance: School of Education, University of Aarhus.
  • Rienties, B., Giesbers, B., Tempelaar, D., Lygo-Baker, S., Segers, M., & Gijselaers, W. (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3), 893–906. doi:10.1016/j.compedu.2012.04.010
  • Roberts, A. (2002). Encouraging reflective practice in periods of professional workplace experience: the development of a conceptual model. Reflective Practice: International and Multidisciplinary Perspectives, 10(5), 633–644. doi:10.1080/14623940903290703
  • Samuels, M., & Betts, J. (2007). Crossing the threshold from description to deconstruction and reconstruction: using self ‐ assessment to deepen reflection. Reflective Practice: International and Multidisciplinary Perspectives, 8(2), 269–283. doi:10.1080/14623940701289410
  • Scherff, L., & Singer, N. R. (2012). The preservice teachers are watching : Framing and reframing the field experience. Teaching and Teacher Education, 28(2), 263–272. doi:10.1016/j.tate.2011.10.003
  • Schön, D. (1983). The Reflective practitioner: How Professionals Think in Action. New York: Basic Books.
  • Schön, D. (1987). Educating The Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
  • Seban, D. (2009). Researching reflective field practices of elementary pre-service teachers: two-dimensional analysis of teacher narratives. Reflective Practice: International and Multidisciplinary Perspectives, 10(5), 669–681. doi:10.1080/14623940903290745
  • Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment & Evaluation in Higher Education, 28(6), 625–648. doi:10.1080/0260293032000130252
  • Thorsen, C. A., & DeVore, S. (2013). Analyzing reflection on / for action : A new approach. Reflective Practice: International and Multidisciplinary Perspectives, 14(1), 88–103. doi:10.1080/14623943.2012.732948
  • Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271–296. doi:10.1007/s10648-010-9127-6
  • Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228. doi:10.2307/1179579
  • Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education 20, 243–257. doi:10.1016/j.tate.2004.02.004
  • Wopereis, I. G. J. H., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18(3), 245–261. doi:10.1080/10494820.2010.500530
  • Yoon, H. G., & Kim, M. (2010). Collaborative Reflection through Dilemma Cases of Science Practical Work during Practicum. International Journal of Science Education, 32(3), 283–301. doi:10.1080/09500690802516538
  • Zeichner, K. (2010). Rethinking the Connections Between Campus Courses and Field Experiences in Collegeand University-Based Teacher Education. Journal of Teacher Education, 61(1-2), 89–99. doi:10.1177/0022487109347671
  • Zeichner, K., & Liston, D. (1996). Reflective teaching. Mahwah, NJ: Lawrence Erlbaum.
Fuente de los datos: Dialnet