Supporting student teachers’ reflection as a paradigm shift
process

J 2017

Supporting student teachers’ reflection as a paradigm shift process

SVOJANOVSKÝ, Petr

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

Language

English

Type of outcome

Článek v odborném periodiku

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

není předmětem státního či obchodního tajemství

References:

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

Abstract

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.

Links

GA13-20049S, research and development project

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

Investor: Czech Science Foundation

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, p. 338-348. ISSN 0742-051X. Available from: https://dx.doi.org/10.1016/j.tate.2017.05.001.

@article{1381797,
   author = {Svojanovský, Petr},
   article_location = {Oxford, England},
   article_number = {AUG 2017},
   doi = {http://dx.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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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
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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, p.~338-348. ISSN~0742-051X. Available from: https://dx.doi.org/10.1016/j.tate.2017.05.001.

Detailed Information on Publication Record