Educational assistance to improve reflective practice among student teachers
Recent educational research suggests that joint reflection can enhance student teachers’ reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their c...
| Autores: | , , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2016 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositório: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/58767 |
| Acesso em linha: | https://doi.org/10.14204/ejrep.39.15070 http://hdl.handle.net/10459.1/58767 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Reflective practice Tutor assistance with reflective practice Student teachers Dilemmatic knowledge. |
| Resumo: | Recent educational research suggests that joint reflection can enhance student teachers’ reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their contribution to the development of students’ ability to reflect on their teaching practice. More specifically, we aim to identify the kind of tutor assistance that best helps students to develop their reflective capacity and to understand the situations they encounter during teaching practice. |
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