Student Teachers' Self-Dialogues, Peer Dialogues, and Supervisory Dialogues in Placement Learning

Autor/inn/en	Knezic, Dubravka; Meijer, Paulien; Toom, Auli; Leijen, Äli; Mena, Juanjo; Husu, Jukka
Titel	Student Teachers' Self-Dialogues, Peer Dialogues, and Supervisory Dialogues in Placement Learning
Quelle	In: European Journal of Teacher Education, 42 (2019) 5, S.539-556 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leijen, Äli) ORCID (Mena, Juanjo) ORCID (Husu, Jukka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1652901
Schlagwörter	Student Placement; Student Teachers; Comparative Analysis; Teaching Experience; Recall (Psychology); Persuasive Discourse; Dialogs (Language); Peer Relationship; Mentors; Teacher Student Relationship; Student Teacher Attitudes; Foreign Countries; Teacher Supervision; Secondary School Teachers; Teacher Education Programs; Reflection; Teaching Methods; Netherlands + Suchen Sie Ihr Suchwort? Schülerpraktikum; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Abberufung; Persuasion; Persuasive Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	This paper compares three types of dialogues as reflective tools in placement learning: supervisory dialogues (mentor to student-teacher), peer dialogues (student teacher to student teacher) and self-dialogues (student teachers to themselves). Forty-four Dutch student teachers utilised the procedure of guided reflection to talk about their teaching experience. Stimulated recall data were analysed through qualitative and quantitative methods. Most poignant result was that supervisory and peer dialogues seemed to have similar reflective power considering student teacher's practical knowledge and richness of argumentation for appraisals. We suggest more frequent use of peer dialogues. Only when expert advice is needed, should one employ supervisory dialogues. As self-dialogues engendered most rules and resolves, they could arguably be employed for student teachers to consolidate their own knowledge and manage their learning behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01