Strategies to promote generative reflection in practicum tutorials in teacher training: The representations of tutors and practicum students
Keywords: teaching strategies, reflective practice, Preservice teacher education, generative reflection, teacher education programmes practicum tutorials
Abstract
This paper investigates the social representations (SR) of tutors and preservice teachers regarding pedagogical strategies that promote generative reflection in practicum tutorials during initial teacher training. Using a qualitative approach, individual and group interviews were conducted with tutors and preservice teachers on video recordings of classes given by the preservice teachers and tutorial sessions. The analysis was inspired by Grounded Theory. The findings reveal that the tutors favour constructivist strategies, but guided strategies are predominant in their training practices, based on their role as experts, which is consistent with the demands of preservice teachers regarding this role. These results conflict with the literature in the area, which points to constructivist strategies as promoting reflective generative practice.
Más información
Título según WOS: | Strategies to promote generative reflection in practicum tutorials in teacher training: The representations of tutors and practicum students |
Título según SCOPUS: | ID SCOPUS_ID:85114797429 Not found in local SCOPUS DB |
Título de la Revista: | Reflective Practice |
Volumen: | 23 |
Fecha de publicación: | 2021 |
Página de inicio: | 30 |
Página final: | 43 |
Idioma: | english |
DOI: |
10.1080/14623943.2021.1974371 |
Notas: | ISI, SCOPUS - Scopus (Q1) |