Supporting student teachers’ reflection as a paradigm shift process

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

Basic information

• Original name: Supporting student teachers’ reflection as a paradigm shift process
• Name in Czech: Podpora reflexe studentů učitelství jako proces paradigmatického obratu
• Authors: SVOJANOVSKÝ, Petr (203 Czech Republic, guarantor, belonging to the institution).
• Edition: Teaching and Teacher Education, Oxford, England, Pergamon Press, 2017, 0742-051X.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: United Kingdom of Great Britain and Northern Ireland
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• Impact factor: Impact factor: 2.473
• RIV identification code: RIV/00216224:14410/17:00094762
• Organization unit: Faculty of Education
• Doi: http://dx.doi.org/10.1016/j.tate.2017.05.001
• UT WoS: 000404500500030
• Keywords (in Czech): Reflexe;mentoring;vzdělávání studentů učitelství;skupinový rozhovor po výuce;interpretativní fenomenologická analýza
• Keywords in English: Reflection;Mentoring;Preservice teacher education;Post-lesson group interviews;Interpretative phenomenological analysis
• Tags: International impact, Reviewed

Abstract

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.

Links

• GA13-20049S, research and development project: Name: Osvojování tacitních znalostí studenty učitelství v průběhu jejich pedagogické praxe

Investor: Czech Science Foundation