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| Autor/inn/en | Harrison, Jennifer K.; Lee, Ruth |
|---|---|
| Titel | Exploring the Use of Critical Incident Analysis and the Professional Learning Conversation in an Initial Teacher Education Programme |
| Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 37 (2011) 2, S.199-217 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-7476 |
| Schlagwörter | Student Teachers; Cooperating Teachers; Reflective Teaching; Teacher Education Programs; Models; Evidence; Mentors; Foreign Countries; Reflection; Interviews; Meta Analysis; Virtual Classrooms; Criticism; United Kingdom (England) |
| Abstract | This study focuses on critical incident analysis in initial teacher education and the part played by the professional learning conversation. A reflection framework was used to identify changes in levels of reflective practice. Conversational skills of the supervising teacher in recognising the "person" in the student teacher, and their management of the student's emotions, appear central to unlocking and increasing critical reflective practice. Dialogues that focused only on training standards, using evidence from practice to "sign off" particular standards, were concerned more with the routines of teaching and less with increased and considered analysis of practice and change. (Contains 2 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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