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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