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

Aldizkaria:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Argitalpen urtea: 2016

Alea: 14

Zenbakia: 39

Orrialdeak: 287-309

Mota: Artikulua

DOI: 10.14204/EJREP.39.15070 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Electronic journal of research in educational psychology

Laburpena

Introduction. Recent educational research suggests that joint reflection can enhance student teachers’ reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their contribution to the development of students’ ability to reflect on their teaching practice. More specifically, we aim to identify the kind of tutor assistance that best helps students to develop their reflective capacity and to understand the situations they encounter during teaching practice. Method. The research uses a case-study design to analyse the process of joint reflection engaged in by two groups of student teachers (13 and 15 students) with the assistance of their university tutors over five weeks of a teaching practice module. Data in the form of video recordings were subjected to two kinds of analysis: interactivity analysis and content analysis, both with the aim of examining the assistance offered by tutors in relation to reflective practice. Results. Each tutor distributed assistance in a specific way, focusing on different characteristics of reflection and prioritizing intervention in particular dimensions of it. Differences were also observed in the type and amount of assistance offered in each dimension of reflection. The tutors also differed in the extent to which their assistance targeted those dimensions of most relevance for an in-depth understanding of teaching practice situations. Discussion and Conclusion. In general, the tutors appeared to be better at helping students to identify the factors involved in their teaching practice experiences than they were in aiding their understanding through the identification and analysis of the characteristic dilemmas involved in these situations.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

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).

Finantzatzaile

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