Literaturnachweis - Detailanzeige
Autor/inn/en | Karlsson, Göran; Nilsson, Pernilla |
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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 |
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 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 |