Search results for: Reflection
Page 1/27 267 items
Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills
Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, the authors examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. They found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.
Updated: Sep. 09, 2021
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial
Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. The authors used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
Updated: Aug. 25, 2021
This inaugural Saudi Arabian-based (SA) study explored how social media images and cartoons can influence the professional identity of pre-service teachers (PSTs) measured by their reflections on self-selected images of teachers and teaching in Saudi media. PSTs (n = 30) were enrolled in a teacher education program in a faculty of education in a public university in the Eastern province of SA (convenience sampling). Findings from thematically analyzing 30 reflective assignments, nine semi-structured interviews, and a focus group (n = 9) revealed four themes: (a) a pervasive negative stereotype; (b) violence associated with male teachers and students; (c) criticism of the education and administrative system; and (d) suggestions of eroding teacher authority. Findings affirm the imperative that teacher education programs intentionally sensitize PSTs to the benefits of critically deconstructing media images. This will help stave off negative connotations of teachers and make teaching become part of future teachers’ professional identities and the SA collective memory.
Updated: Aug. 03, 2021
“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
This case study interpreted the experiences of a teacher as she grew her coaching and mentoring practices by working with preservice teachers and participating in professional development focused on reflective coaching, mentorship, and literacy teaching. The authors drew on the notion of “becoming” from critical and sociocultural theories in analyzing how she constructed a teaching identity through mentoring, and how her identity enabled her to enact reflective coaching practices. Their findings outline her agentic moves to provide the preservice teacher with reflective support, rather than evaluative critique, in opposition to the surveillance and regulation that characterize many existing teacher evaluation models.
Updated: Jun. 16, 2021
The study uses reflexive leadership as a framework for considering teacher professional learning across a network of schools. The paper explores professional learning strategies for eight next generation leaders, both for their own leadership learning and to build their repertoire of professional learning strategies. The study found that the emerging leaders understood the benefit of collaboration between the big schools and the need for focused teacher professional learning within their own schools. They also appreciated the synergy between the design of professional learning and the types of communication required to develop shared goals and actions in teacher professional learning teams.
Updated: May. 21, 2021
The aim of this study was to determine the effect of question prompts on the process of journal writing by comparing unstructured and structured journals from pre-service teachers in the context of a Teaching Practicum course. Four early childhood pre-service teachers in their final year of undergraduate study constituted the case of this study. The unstructured and structured journals they kept in this process were compared in terms of content and reflection levels, and a questionnaire was utilized to determine their views. The study showed that when compared to unstructured writing, the use of question prompts assisted the pre-service teachers in achieving an advanced level of reflection in their journal writing.
Updated: Feb. 27, 2021
Mentoring of newly qualified teachers in early childhood education and care centres: Individual or organizational orientation?
The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs). Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres. Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre. The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools.
Updated: Feb. 17, 2021
Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities. Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist. Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other. Methodological triangulation was used to validate the findings. Implications for teacher preparation research and practice are discussed.
Updated: Oct. 26, 2020
Looking to our Past to Re-Envision our Future: A Co/Authoethnographic Study of Teacher Candidate Supervision across International Contexts
This self-study tells the story of two international teacher education doctoral students and one faculty member as they embarked upon a co/autoethnography as a way to collectively explore experiences with and conceptualization of teacher candidate supervision across international contexts. Data collection included written autobiographical narratives, audio-recordings of reflective conversations, and various artifacts. By sharing their narratives and engaging in reflective conversations about these experiences, they gained insight into their histories in relation to the term supervision. Understanding each other’s pasts and contexts helped them gain a window into how their experiences influenced their beliefs about supervision. Specifically, they saw connections in relation to what influenced them to become teachers, relationships and the context for supervision, and the function of supervision. Their past narratives became a lens to study how they currently view supervision. This realization pushed them to develop a new vision of supervision informed by both their past experiences and their current knowledge and experiences. This study has implications for both teacher educator-doctoral student preparation and teacher educator professional development.
Updated: Aug. 05, 2020
Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning
In this research the authors examined the ways they accessed and responded to students’ engagement with a set of pedagogical principles of teacher education focused on meaningful physical education. The research was cross-cultural, taking place in universities in Country 1 and Country 2. Self-study of teacher education practice (S-STEP) methodology guided collection and analysis of the following data over one year: lesson planning and reflection documents, and critical friend and ‘meta-critical friend’ interactions. Findings indicate the value in teacher educators becoming more intentional and systematic in how they access student perspectives related to engagement with learning experiences of pedagogical innovations in pre-service teacher education, while also emphasizing the challenges in doing so. The concepts of reflection on- and in-action provided a framework for understanding how being more intentional about accessing student perspectives can be enacted in teacher education practice. The authors’ experiences demonstrate how focusing on student engagement can support the professional learning of teacher educators through enabling a deeper understanding of the challenges faced in being responsive to students’ engagement with their learning.
Updated: Jul. 26, 2020