Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-Service Teachers

Autor/inn/en	Tiainen, Outi; Korkeamäki, Riitta-Liisa; Dreher, Mariam Jean
Titel	Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-Service Teachers
Quelle	In: Scandinavian Journal of Educational Research, 62 (2018) 4, S.586-600 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tiainen, Outi) ORCID (Korkeamäki, Riitta-Liisa) ORCID (Dreher, Mariam Jean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1258673
Schlagwörter	Reflective Teaching; Beginning Teachers; Case Studies; Practicums; Mentors; Preservice Teachers; Recall (Psychology); Teacher Educators; Student Attitudes; Teaching Methods; Grade 2; Elementary School Teachers; Foreign Countries; Peer Groups; Qualitative Research; Observation; Finland + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Practicum; Praktikum; Praktika; Abberufung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Gleichaltrigengruppe; Peer Group; Qualitative Forschung; Beobachtung; Finnland
Abstract	This case study examined three pre-service teachers' reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers' teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01