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Unearthing the Common Core for Reflective Teacher Training in Antigua and Barbuda, England, and Canada

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Title: Unearthing the Common Core for Reflective Teacher Training in Antigua and Barbuda, England, and Canada
Language: English
Authors: Maynard, Donna-Maria B. (ORCID 0000-0002-3214-416X), Jules, Mia A., Marshall, Ian A.
Source: Power and Education. Mar 2023 15(1):85-101.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Cultural Differences, Preservice Teacher Education, Teacher Attitudes, Student Experience, Reflective Teaching, Scaffolding (Teaching Technique), Modeling (Psychology), Reinforcement, Teacher Education Programs, Teacher Educators, Teacher Role
Geographic Terms: Antigua and Barbuda, United Kingdom (England), Canada
DOI: 10.1177/17577438221109916
ISSN: 1757-7438
Abstract: Teacher education and training vary across the world, yet research from diverse cultures supports the development of reflective teachers. Claiming that the complex dynamics of the 21st-century classroom can be managed best by reflective teachers. Through the reflective process, teachers are empowered as change agents to modify learning environments to benefit their students. Teachers hold the power to influence student learning. Therefore, it is important to understand the training processes that serve to produce reflective practitioners. In conducting rigorous cross-cultural comparative research, identifying common evaluative indicators underpinned by a theoretical framework is critical. Hence, the principles of the pre-service emerging reflective teacher training (PERTT) model were explored quantitatively and explained qualitatively to specifically focus on teachers' perceptions of their experiences of the psychosocial interpersonal process outcomes of the teacher-training environment (i.e. reflective practices, instructional scaffolding, guidance and support, modelled behaviours and reinforcement) provided during their teacher training. Such an exploration is critical because the philosophical underpinnings of the PERTT model have not been interrogated outside of Barbados. The findings demonstrate that there is merit to key theoretical principles of the PERTT model based on the lived experiences of the teachers in Antigua and Barbuda, England, and Canada during their teacher training.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1366957
Database: ERIC
FullText Text:
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  Data: Unearthing the Common Core for Reflective Teacher Training in Antigua and Barbuda, England, and Canada
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  Data: <searchLink fieldCode="AR" term="%22Maynard%2C+Donna-Maria+B%2E%22">Maynard, Donna-Maria B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3214-416X">0000-0002-3214-416X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jules%2C+Mia+A%2E%22">Jules, Mia A.</searchLink><br /><searchLink fieldCode="AR" term="%22Marshall%2C+Ian+A%2E%22">Marshall, Ian A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Power+and+Education%22"><i>Power and Education</i></searchLink>. Mar 2023 15(1):85-101.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 17
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Antigua+and+Barbuda%22">Antigua and Barbuda</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink><br /><searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1177/17577438221109916
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  Data: 1757-7438
– Name: Abstract
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  Data: Teacher education and training vary across the world, yet research from diverse cultures supports the development of reflective teachers. Claiming that the complex dynamics of the 21st-century classroom can be managed best by reflective teachers. Through the reflective process, teachers are empowered as change agents to modify learning environments to benefit their students. Teachers hold the power to influence student learning. Therefore, it is important to understand the training processes that serve to produce reflective practitioners. In conducting rigorous cross-cultural comparative research, identifying common evaluative indicators underpinned by a theoretical framework is critical. Hence, the principles of the pre-service emerging reflective teacher training (PERTT) model were explored quantitatively and explained qualitatively to specifically focus on teachers' perceptions of their experiences of the psychosocial interpersonal process outcomes of the teacher-training environment (i.e. reflective practices, instructional scaffolding, guidance and support, modelled behaviours and reinforcement) provided during their teacher training. Such an exploration is critical because the philosophical underpinnings of the PERTT model have not been interrogated outside of Barbados. The findings demonstrate that there is merit to key theoretical principles of the PERTT model based on the lived experiences of the teachers in Antigua and Barbuda, England, and Canada during their teacher training.
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  Data: 2023
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        Value: 10.1177/17577438221109916
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      – Text: English
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        PageCount: 17
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Experience
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      – SubjectFull: Reflective Teaching
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      – SubjectFull: Reinforcement
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Teacher Role
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      – SubjectFull: Antigua and Barbuda
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      – SubjectFull: United Kingdom (England)
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      – SubjectFull: Canada
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