Supporting student teachers’ reflection as a paradigm shift
process

J 2017

Supporting student teachers’ reflection as a paradigm shift process

SVOJANOVSKÝ, Petr

Základní údaje

Originální název

Supporting student teachers’ reflection as a paradigm shift process

Název česky

Podpora reflexe studentů učitelství jako proces paradigmatického obratu

Autoři

SVOJANOVSKÝ, Petr

Vydání

Teaching and Teacher Education, Oxford, England, Pergamon Press, 2017, 0742-051X

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.473

Kód RIV

RIV/00216224:14410/17:00094762

Organizační jednotka

Pedagogická fakulta

DOI

https://doi.org/10.1016/j.tate.2017.05.001

UT WoS

000404500500030

EID Scopus

2-s2.0-85019890606

Klíčová slova česky

Reflexe;mentoring;vzdělávání studentů učitelství;skupinový rozhovor po výuce;interpretativní fenomenologická analýza

Klíčová slova anglicky

Reflection;Mentoring;Preservice teacher education;Post-lesson group interviews;Interpretative phenomenological analysis

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 29. 3. 2018 13:08, Dana Nesnídalová

Anotace

V originále

The aim of this study is to explore how mentors, in this case university supervisors and student teachers, make sense of their experience with the support of reflection on teaching practice during post-lesson group interviews (reflective seminars). Review of the literature suggests that there is little known specifically about how mentors and students perceive support of reflection. The perspective of seven university supervisors and eight student teachers is presented. One of the principal findings in the in-depth phenomenological analysis is that for trainees to be able to reflect during the seminars, it is necessary first to set up an alternative paradigm of teaching.

Návaznosti

GA13-20049S, projekt VaV

Název: Osvojování tacitních znalostí studenty učitelství v průběhu jejich pedagogické praxe

Investor: Grantová agentura ČR, Osvojování tacitních znalostí studenty učitelství v průběhu jejich pedagogické praxe

Citovat

SVOJANOVSKÝ, Petr. Supporting student teachers’ reflection as a paradigm shift process. Teaching and Teacher Education. Oxford, England: Pergamon Press, 2017, roč. 66, AUG 2017, s. 338-348. ISSN 0742-051X. Dostupné z: https://doi.org/10.1016/j.tate.2017.05.001.

@article{1381797,
   author = {Svojanovský, Petr},
   article_location = {Oxford, England},
   article_number = {AUG 2017},
   doi = {https://doi.org/10.1016/j.tate.2017.05.001},
   keywords = {Reflection;Mentoring;Preservice teacher education;Post-lesson group interviews;Interpretative phenomenological analysis},
   language = {eng},
   issn = {0742-051X},
   journal = {Teaching and Teacher Education},
   title = {Supporting student teachers’ reflection as a paradigm shift process},
   url = {http://www.sciencedirect.com/science/article/pii/S0742051X16308101},
   volume = {roč. 66},
   year = {2017}
}

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ID  - 1381797
AU  - Svojanovský, Petr
PY  - 2017
TI  - Supporting student teachers’ reflection as a paradigm shift process
JF  - Teaching and Teacher Education
VL  - roč. 66
IS  - AUG 2017
SP  - 338-348
EP  - 338-348
PB  - Pergamon Press
SN  - 0742051X
KW  - Reflection;Mentoring;Preservice teacher education;Post-lesson group interviews;Interpretative phenomenological analysis
UR  - http://www.sciencedirect.com/science/article/pii/S0742051X16308101
L2  - http://www.sciencedirect.com/science/article/pii/S0742051X16308101
N2  - The aim of this study is to explore how mentors, in this case university supervisors and student teachers, make sense of their experience with the support of reflection on teaching practice during post-lesson group interviews (reflective seminars). Review of the literature suggests that there is little known specifically about how mentors and students perceive support of reflection. The perspective of seven university supervisors and eight student teachers is presented. One of the principal findings in the in-depth phenomenological analysis is that for trainees to be able to reflect during the seminars, it is necessary first to set up an alternative paradigm of teaching.
ER  -

SVOJANOVSKÝ, Petr. Supporting student teachers’ reflection as a paradigm shift process. \textit{Teaching and Teacher Education}. Oxford, England: Pergamon Press, 2017, roč. 66, AUG 2017, s.~338-348. ISSN~0742-051X. Dostupné z: https://doi.org/10.1016/j.tate.2017.05.001.

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