Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards

Bradbury, Ondine J. and Fitzgerald, Angela and O'Connor, Justen P. (2020) Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards. Australian Journal of Teacher Education, 45 (10):2. pp. 18-34. ISSN 0313-5373


Abstract

A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 21 Jun 2022 01:04
Last Modified: 21 Jun 2022 04:37
Uncontrolled Keywords: reflective practice, teacher education, pre-service teachers, professional experience, professional standards, mentoring, classroom practice, question prompts
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3903 Education systems > 390303 Higher education
Identification Number or DOI: doi:10.14221/ajte.2020v45n10.2
URI: http://eprints.usq.edu.au/id/eprint/49158

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