Publication details
Supporting student teachers’ reflection as a paradigm shift process
| Authors | |
|---|---|
| Year of publication | 2017 |
| Type | Article in Periodical |
| Magazine / Source | Teaching and Teacher Education |
| MU Faculty or unit | |
| Citation | |
| Web | http://www.sciencedirect.com/science/article/pii/S0742051X16308101 |
| Doi | http://dx.doi.org/10.1016/j.tate.2017.05.001 |
| Field | Pedagogy and education |
| Keywords | Reflection;Mentoring;Preservice teacher education;Post-lesson group interviews;Interpretative phenomenological analysis |
| Description | 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. |
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