A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

Autor/inn/en	Karlsson, Göran; Nilsson, Pernilla
Titel	A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 14 (2019) 3, S.39-54, Artikel 4 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
DOI	10.4018/IJWLTT.2019070104
Schlagwörter	Student Teachers; Reflective Teaching; Web Sites; Guidance; Video Technology; Feedback (Response); Instructional Effectiveness; Student Teacher Attitudes; Practicums; Teacher Education; Scaffolding (Teaching Technique); Pedagogical Content Knowledge; Graduate Students; Foreign Countries; Secondary School Science; Documentation; Sweden + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Web-Design; Beratung; Unterrichtserfolg; Practicum; Praktikum; Praktika; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Dokumentation; Schweden
Abstract	Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01