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.

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.

Technologizing Teaching

2013 ◽  
pp. 940-962
Author(s):  
Joseph M. Piro ◽  
Nancy Marksbury
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Learning Activity ◽  
Instructional Media ◽  
Technology Instruction ◽  
The World ◽  
Pre Service Teacher Education ◽  
K 12 ◽  
Pre Service Teacher

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

scholarly journals Building the capacity of Indonesian education universities for ICT in pre-service teacher education: A case study of a strategic planning exercise

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Cher Ping Lim ◽  
Paulina Pannen
Keyword(s):  
Teacher Education ◽  
Strategic Planning ◽  
Professional Learning ◽  
Teacher Education Program ◽  
Holistic Approach ◽  
Asia Pacific ◽  
Curriculum Assessment ◽  
Pre Service Teacher Education ◽  
Ict In Education Competencies ◽  
Pre Service Teacher

<span>This paper documents how four Indonesian teacher education institutions (TEIs) engaged in strategic planning to build their capacity in developing pre-service teachers' ICT in education competencies. These TEIs adopted a holistic approach towards strategic planning by drawing upon the six dimensions of the </span><em>Capacity Building Toolkit</em><span> for TEIs in the Asia Pacific. The core dimension is the pre-service teacher education program (curriculum, assessment and practicum) that is driven by the vision and philosophy of a TEI. The program is supported by four other dimensions of professional learning, ICT plan, communication and partnerships, and research and evaluation. Three of the four TEIs focused their strategic planning on the development of pre-service teacher education programs, while one focused on research and evaluation. In the process, the TEIs identified support from the management as pivotal in the implementation of the plan. However, they also encountered challenges in senior staff's reluctance to change, lack of funding, and shortages of qualified staff.</span>

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 Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

RELC Journal ◽  
2020 ◽  
pp. 003368822093044
Author(s):  
Darío Luis Banegas ◽  
Marta del Pozo Beamud
Keyword(s):  
Reflective Practice ◽  
Cognitive Skills ◽  
Teacher Educators ◽  
Interaction Analysis ◽  
Skills Development ◽  
Language Awareness ◽  
Integrated Learning ◽  
Curricular Content ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Content and language integrated learning (CLIL) is a dual-focussed approach that promotes the learning of curricular content in tandem with an additional language, usually English. Since its inception in the 1990s in Europe, CLIL provision has increased considerably not only in Europe but also in other contexts, such as Latin America, given its purported benefits in terms of motivation, cognitive skills development, and language awareness. However, little is known about how future teachers, i.e. pre-service teachers, are trained to teach through CLIL. This article aims to address this gap by describing how we – two CLIL teacher educators based in Argentina and Spain – offer CLIL courses. Through duoethnography, we show how we plan and implement CLIL input and what lessons we have learnt drawing on reflective practice in interaction. Analysis of our interaction illustrates how CLIL is conceived and operationalized and what CLIL competences are prioritized in our practices. Pedagogical implications are included.

scholarly journals Developing Knowledge and Leadership in Pre-Service Teacher Education Systems

2015 ◽  
Vol 31 (2) ◽  
pp. 194-207 ◽  
Author(s):  
Jo-Anne Ferreira ◽  
Lisa Ryan ◽  
Julie Davis
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education For Sustainability ◽  
Change Strategies ◽  
Education Systems ◽  
Pre Service Teacher Education ◽  
Teacher Education Institutions ◽  
Pre Service Teacher ◽  
Academic Area ◽  
Change Efforts

AbstractPre-service teacher education institutions are large and complex organisations that are notoriously difficult to change. One factor is that many change efforts focus largely on individual pre-service teacher educators altering their practice. We report here on our experience using a model for effecting change, which views pre-service teacher education institutions and educators as a part of a much broader system. We identified numerous possibilities for, and constraints on, embedding change, but focus only on two in this article: participants’ knowledge of change strategies and their leadership capacities. As a result of our study findings and researcher reflections, we argue that being a leader in an academic area within pre-service teacher education does not equate to leadership knowledge or skills to initiate and enact systems-wide change. Furthermore, such leadership capacities must be explicitly developed if education for sustainability is to become embedded in pre-service teacher education.

scholarly journals Teacher educators’ understanding of integrating lesson study into pre-service teacher education

2021 ◽  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Reform ◽  
Lesson Study ◽  
Teacher Educators ◽  
Two Dimensions ◽  
Effective Teacher ◽  
Structured Interviews ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

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