Please use this identifier to cite or link to this item:
https://hdl.handle.net/2445/154263
Title: | Supporting collaborative reflection in teacher education: a case study |
Author: | Clarà Garangou, Marc Mauri, Teresa Colomina, Rosa Onrubia Goñi, Javier |
Keywords: | Formació del professorat Ensenyament reflexiu Teacher training Reflective teaching |
Issue Date: | 6-Feb-2019 |
Publisher: | Carfax Publishing Company |
Abstract: | The aim of this paper is to understand how certain educationalsupports promote preservice teachers'learning to reflect in col-laborative settings. To address this issue, we present a case studyon collaborative reflection among 14 preservice teachers and oneteacher educator over the course offive weekly consecutivesessions. The results suggest that collaborative reflection can besupported by organizing the process according to a twofolddynamic: from analysis to synthesis, and from open facilitationto directive facilitation. Six different types of assistance related tothis dynamic, and provided by the teacher educator, are identi-fied and qualitatively described: framing, oppositional voice,counterpoising alternatives, asking for the dilemma, problematiz-ing, and modelling |
Note: | Versió postprint del document publicat a: https://doi.org/10.1080/02619768.2019.1576626 |
It is part of: | European Journal Of Teacher Education, 2019, vol. 42, num. 2, p. 175-191 |
URI: | https://hdl.handle.net/2445/154263 |
Related resource: | https://doi.org/10.1080/02619768.2019.1576626 |
ISSN: | 0261-9768 |
Appears in Collections: | Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació) |
Files in This Item:
File | Description | Size | Format | |
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685994.pdf | 1.45 MB | Adobe PDF | View/Open |
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