Multiple Voices, Multiple Realities, What Truth? Student Teachers' Learning to Reflect in Different Paradigms

Autor/inn/en	Admiraal, Wilfried; Wubbels, Theo
Titel	Multiple Voices, Multiple Realities, What Truth? Student Teachers' Learning to Reflect in Different Paradigms
Quelle	In: Teachers and Teaching: Theory and Practice, 11 (2005) 3, S.315-329 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Student Teachers; Research Methodology; Educational Practices; Reflective Teaching; Electronic Mail; Teacher Student Relationship; Teaching Methods; Reflection; Comparative Analysis; Practicums; Foreign Countries; Student Teaching; Computer Mediated Communication; Secondary Schools; Computer Uses in Education; Netherlands + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Research method; Forschungsmethode; Bildungspraxis; Elektronischer Briefkasten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Practicum; Praktikum; Praktika; Ausland; Teaching practice; Unterrichtspraxis; Computerkonferenz; Sekundarschule; Computernutzung; Niederlande
Abstract	This paper reports on a comparison of two research approaches of the study of the reflective practice in two different modes of tele-guidance of the school practicum. The results of two studies were contrasted encouraging the dialogue between researchers coming from different research paradigms. Although the researchers in the two studies shared some perspectives on educational practices and student teachers' reflection, the studies resulted in two different reports on student teachers' reflection. Ontological, epistemological and methodological beliefs in both studies are related to a rationalistic and a naturalistic paradigm informing the two research sites. Researchers' voices in both studies have been interacting, changing and developing but the differences in beliefs between the two sites seem to have contributed to the different analyses and results. (Contains 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10