scholarly journals EXPLORING THE CONCEPT OF REFLECTIVE PRACTICE IN THE CONTEXT OF STUDENT-CENTERED TEACHER EDUCATION

2017 ◽  
Vol 1 ◽  
pp. 91 ◽  
Author(s):  
Remigijus Bubnys ◽  
Loreta Zavadskienė
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Reflective Practice ◽  
Paradigm Shift ◽  
Working Environment ◽  
Student Centered ◽  
Practicing Teachers ◽  
Depth Analysis ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Being one of the most popular theories of professional knowledge in the last 30 years, reflective practice has been widely adopted not only by practicing teachers in their working environment, but in pre-service teacher education as well. Meeting the need to respond to the challenges posed by the society nowadays, higher education is undergoing radical changes calling for the proper implementation of student-centered studies. In the context of such a paradigm shift there is a strong urge for the concept of reflective practice to be examined more carefully so that it could be put into effect in the studies of higher education. The paper seeks to respond to this problem by offering an in-depth analysis of the attributes characteristic of the concept of reflective practice in the paradigm shift. Based on the thorough review of scientific works dealing with the concept of reflective practice in teacher education, the current study reports on the insights regarding the development of this concept for reflective practice to be successfully applied in the process of teacher education.  

scholarly journals Has Reflective Practice Done More Harm than Good in Teacher Education?

Phronesis ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 80-88 ◽  
Author(s):  
Tom Russell
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Personal Perspective ◽  
Teacher Education Programs ◽  
Before And After ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schön’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.

scholarly journals Working Towards Meaningful Reflection in Teacher Education as Professional Learning

2014 ◽  
Vol 8 (1) ◽  
pp. 105-122
Author(s):  
Susan E. Elliott-Johns
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Educational Research ◽  
Professional Learning ◽  
Teacher Educators ◽  
Reflective Practitioner ◽  
Research And Practice ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The terms "reflection" and "reflective practice" occur frequently in educational research and practice, particularly in numerous course descriptions for pre-service teacher education. However, the author remains unconvinced we, as teacher educators, are always accomplishing what we think and/or say we are in the name of "reflection." This article seeks to promote further dialogue around the role of reflection in teacher education via explorations of what more can be learned, while underscoring the need to clarify understandings in this complex area. The author draws on her own experiences as a reflective practitioner and advocate for the promotion of meaningful reflection as professional learning.

Literacy autobiographies in pre-service teacher education: opportunities for therapeutic writing in widening participation contexts

2019 ◽  
Vol 21 (3) ◽  
pp. 151-161
Author(s):  
Rachel Burke ◽  
Emma Shaw ◽  
Sally Baker
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Widening Participation ◽  
Course Content ◽  
Literate Practices ◽  
Making Sense ◽  
Personal Connections ◽  
Pre Service Teacher Education ◽  
First In Family ◽  
Pre Service Teacher

Literacy autobiographies, where learners write about significant events or experiences that have shaped their literate practices and identities, are commonly employed in composition courses as a means of encouraging author reflexivity. Here, we discuss the implementation of a literacy autobiography assignment in a pre-service teacher education course offered at a regional university in Australia. The assignment proved to be innovative, particularly resonating with the large proportion of pre-service teachers from first-in-family and traditionally underrepresented backgrounds in higher education, who often struggle with the literate practices privileged in the academy. Our observations suggest that these pre-service teachers embraced this novel university writing experience as an opportunity to make deeply personal connections with the course content and their own learning journeys. Our intention is to collectively consider important questions emerging from this innovative practice including: what do the deeply personal responses to this assignment suggest about university writing as a tool for making sense of past and present learning experiences; how can personal writing help to unpack the complex, power-laden relationships between literacy, biography and access; and how can autobiographical writing assist learners to reflect on the shifting identities (both literate and otherwise) associated with transitions into and through higher education?

Video Analysis as a Reflective Tool

2010 ◽  
pp. 67-82 ◽  
Author(s):  
Pru Cuper ◽  
Dr. Yi Gong
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Video Analysis ◽  
Quantitative Data ◽  
Quantitative Assessment ◽  
Assessment Instrument ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The purpose of this chapter is to present and explain the effects of a videotaping assessment instrument designed to help pre-service teachers hone specific aspects of their developing practice. In an educational era marked by emphasis on both quantitative assessment and reflective practice (sometimes considered conflicting targets), this instrument is particularly effective in providing quantitative data while simultaneously evoking gradual and productive self analysis in pre-service teachers. The authors begin with a discussion of the use of videotaping in pre-service teacher education over the years (the benefits and the drawbacks), before proceeding to discuss the merits of this particular assessment instrument as well as their thoughts on future revisions and research.

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