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Direct linkHendriwanto – Journal of Education for Teaching: International Research and Pedagogy, 2021
Reflective teaching practice has long been seen as the cornerstone of early professional growth among pre-service teachers. This article reports on pre-service teachers' reflective practice during a teaching practicum in which pre-service teachers engaged in peer observation, self-reflection, and student teacher-mentor teacher conferencing.…
Descriptors: Reflective Teaching, Practicums, Professional Development, Professional Autonomy
Download full textMukeredzi, Tabitha G. – Australian Journal of Teacher Education, 2015
This article reports on my self-study of leading cohorts of Bachelor of Education student teachers through collaborative reflections applying reflective questions strategy during four weeks of residential practicum in a rural school. I explore the potential for reflective questions approach as an effective tool for reflection and professional…
Descriptors: Preservice Teachers, Preservice Teacher Education, Professional Development, Practicums
Barnes, Michelle M. – ProQuest LLC, 2013
This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…
Descriptors: Mentors, Student Teaching, Practicums, Trust (Psychology)
Serdar Tülüce, Hande; Çeçen, Sevdeger – Educational Sciences: Theory and Practice, 2016
This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their…
Descriptors: Foreign Countries, Practicums, Preservice Teacher Education, Preservice Teachers
Chitpin, Stephanie; Simon, Marielle; Galipeau, James – Teaching and Teacher Education: An International Journal of Research and Studies, 2008
This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching. The paper seeks to answer the following research question: How do…
Descriptors: Practicums, Professional Development, Teaching Methods, Preservice Teachers
Peer reviewedClarke, Anthony – Teaching and Teacher Education, 1995
This study explored the applicability of Schon's notion of reflective practice for student teachers in practicum settings. Case studies of student teachers in a practicum found 15 reflective themes and up to 4 precipitants per theme, with 47 factors that enhanced or constrained reflection. Four strategies for promoting student teacher reflection…
Descriptors: College Students, Foreign Countries, Higher Education, Practicums
