Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers
Keywords: reflective practice, Preservice teacher education, teacher education programmes, teaching conditions, practicum tutorials
Abstract
This paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding role of the tutor and appreciation of their position as an expert on the part of preservice teachers. The conditions noted previously in the literature are validated and others emerge in accordance with the Chilean context.
Más información
Título según WOS: | Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers |
Título según SCOPUS: | ID SCOPUS_ID:85110551540 Not found in local SCOPUS DB |
Título de la Revista: | European #Journal of Teacher Education |
Volumen: | 1 |
Número: | 18 |
Fecha de publicación: | 2023 |
Página de inicio: | 498 |
Página final: | 515 |
Idioma: | english |
DOI: |
10.1080/02619768.2021.1949708 |
Notas: | ISI, SCOPUS - Wos (Social Sciences Citation Index) |