Literaturnachweis - Detailanzeige
Autor/inn/en | Zhan, Ying; Wan, Zhi Hong |
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Titel | Appreciated but Constrained: Reflective Practice of Student Teachers in Learning Communities in a Confucian Heritage Culture |
Quelle | In: Teaching in Higher Education, 21 (2016) 6, S.669-685 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2016.1183622 |
Schlagwörter | Reflective Teaching; Confucianism; Practicums; Student Teachers; Communities of Practice; Diaries; Interviews; Student Teacher Attitudes; Role; Peer Relationship; Cultural Influences; Interpersonal Relationship; Decision Making; Asians; China Konfuzianismus; Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Community; Diary; Tagebuch; Interviewing; Interviewtechnik; Rollen; Peer-Beziehungen; Cultural influence; Kultureinfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Decision-making; Entscheidungsfindung; Asian; Asiat; Asiatin; Asiaten; Asiate |
Abstract | This study aimed to understand the reflective practice of 23 Chinese student teachers in learning communities (LCs) during their practicum in a Confucian heritage culture. The reflective levels of the student teachers and the factors that mediated the effects of LCs on their reflective practice were explored using journals and post-journal interviews. The results showed that the majority of the student teachers reflected on their teaching at surface and pedagogical levels, and only a few of them critically reflected on their teaching in LCs. Although the student teachers acknowledged the positive roles of LCs in terms of collective wisdom, constructive suggestions from peers and peers' emotional support in their reflective practice, they believed that some Confucian-based cultural factors, such as reliance on authority, giving/saving face, and maintaining harmonious social relationship, constrained their reflective practice, particularly when they had to make decisions or were confronted with conflicting views. (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 | 2020/1/01 |