Enhancing Pre-service Teachers' Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences.
Saved in:
| Title: | Enhancing Pre-service Teachers' Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences. |
|---|---|
| Authors: | Salajan, Florin D.1 (AUTHOR) florin.salajan@ndsu.edu, Duffield, Stacy K.1 (AUTHOR) |
| Source: | Teacher Educator. Oct-Dec2019, Vol. 54 Issue 4, p333-358. 26p. |
| Subject Terms: | *Student teachers, *Teacher education, Grounded theory, Professional practice, Reflections, Semi-structured interviews |
| Geographic Terms: | United States |
| Abstract: | In this study, a grounded theory approach was adopted to develop the heterospective reflection framework as an explanatory and analytical schema for the investigation of reflection on the action of others via video observations. Borrowed from the arts, the term heterospective denotes "otherness." Data collection was conducted over four years through semi-structured interviews with 25 pre-service teachers at a higher education institution in midwestern United States. The data analysis generated the framework's mechanism, comprising the core elements termed guided observation, retrospective reflection, integrative reflection and introspective reflection, and its mediating devices consisting of the action of others and the reframing of teaching practice. Findings suggest that the framework's reflective modes function in nonhierarchical interactions, as cognitive-metacognitive shifts occur bi- or multi-directionally on a horizontal plane rather than sequentially on a vertical plane as pre-service teachers reflect on the action of others. Implications for research and practice include enhancements to teacher preparation programs and the development of instruments to evaluate reflective practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
