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This mixed-methods study examines the status of reflective practice among language teachers, identifies barriers to implementing reflective practice, and explores motivators that can address these issues. The study also investigates the discrepancies between teachers' perceptions of reflection and their practice. To this aim, the perception of 190 English teachers' reflective practice was examined via an inventory. An interview with 124 teachers also scrutinized the inhibitors, motivators, attitudes, and reflective tools teachers adopt. Nine highly reflective teachers' classes were further observed to investigate their reflection in action. The results indicated that their reflection was above medium, the attitude toward reflective practice was positive, and only a little match was found in their perception and classroom practices. They listed inhibitors and motivators, and observation was their favorite reflection tool. The findings underscored the significance of reflective practice in providing reform in teacher education. [ABSTRACT FROM AUTHOR]

This study examined general education teacher candidates (TCs)'s PK of translanguaging and how it shaped their professional identity. Adopting the reflective framework, data were triangulated and included the TCs' responses from (1) two reflective assignments, (2) a class assignment, and (3) video transcripts of a final self-assessment. The findings demonstrated the TCs' PK of translanguaging had a positive impact on their teacher identity construction. Understanding the pedagogy from an asset-based perspective and gaining experience in its implementation, the TCs developed a deep appreciation for translanguaging. They believed pedagogical translanguaging is an approach to provide equitable education for emergent multilinguals and promotes all students' learning and appreciation for diversity. Such a significant growth was greatly due to the professor's intentional course design that reflected the principles of pedagogical translanguaging and the alignment with the TCs' field experience. The TCs also expressed a desire to deepen their PK of translanguaging to increase their confidence in its implementation. As such, I argue that to normalize multilingualism, not only is it important to introduce translanguaging to all TCs early on in a teacher preparation program, ensuring they have adequate opportunities to incorporate translanguaging as their pedagogical repertoire expands, but course design needs to be intentional and strategic. [ABSTRACT FROM AUTHOR]

A reflective goal-setting intervention could help students adjust to higher education, and improve their performance and well-being, as has been shown by small-scale and quasi-experimental studies conducted so far. However, a large experimental study found no effects, highlighting the importance of replication, and a better understanding of the mechanisms that explain when and why the intervention works. This replication study tested the effects of such a goal-setting intervention on the academic performance of 1,134 first-year business and teacher education students, with a randomized control trial. The treatment group earned significantly more course credits, and had a 15% lower risk of dropping out of college, compared to the control group. Contrary to the findings of previous studies, this study found no evidence that these effects are larger for men, or ethnic minorities. Additionally, we found no effect of the intervention on self-regulated learning, resilience, grit, engagement, or well-being. [ABSTRACT FROM AUTHOR]

Networked approaches to professional learning have been shown to offer broad influence and unique benefits to teachers' continuing development. However, despite decades of research into the professional learning community (PLC) approach within single schools, there is a paucity of research about network PLCs and a lack of models for effective practice in facilitating networks. The mixed methods study reported in this article involved a case study about a network PLC focused on visual arts in early childhood education (ECE) in New Zealand. The case study explored what elements of a network PLC were effective and found that the nexus between reflective and practical learning improved teacher efficacy. Both individual and collective learning were shown to be influential on pedagogy in the member ECE settings. Leadership practices supported participants to apply new learning in practice with children, and to share learning with colleagues for further effect and embedded change in pedagogy. [ABSTRACT FROM AUTHOR]

K-12 schools around the world are striving to practice equity, diversity, and inclusion (EDI) principles to provide effective learning opportunities for all students. At the classroom level, differentiated instruction (DI) is a teaching approach that addresses student diversities. This research focuses on important aspects of teacher training on equitable and inclusive strategies, being its long-term impact and teacher candidates' (TCs') retention of acquired knowledge and skills. This paper addresses the following research questions: 1) How do TCs implement DI in their school practicum after the training in the teacher education courses ends? 2) What challenges do TCs encounter upon implementing DI? 3) What are TCs' long-term goals and aspirations of DI? and 4) What are effective strategies in EDI training in teacher education courses? The paper adopts a qualitative approach in which the data sources include a survey and semi-structured interviews conducted eight weeks after the end of a DI-focused course in the Teacher Education program. TCs' responses highlighted how they implemented DI in their practicum, indicating retention of the acquired knowledge and skills. TCs also detailed how they plan on implementing EDI strategies in their future classrooms. This paper proposes a general framework for successful training of educators on EDI principles and practices such as DI. The framework's essential elements are: 1) explicit and intentional training approach, 2) engaging trainees in reflective practice, 3) contextualization, specificity, and relevance of the training tasks, 4) providing ongoing feedback, and 5) collaboration and resource sharing among participants. [ABSTRACT FROM AUTHOR]

Conducting conversations with students' parents is an important and constant part of teachers' professional practice. Teacher education programmes are responsible for preparing the foundations for teacher-parent cooperation; however, throughout the training, there are few opportunities for preservice teachers (PSTs) to practice interacting with parents and it is evident that at the beginning of their career, teachers are insufficiently prepared to manage this aspect of the professional requirements. The current study examined the issue of preparing PSTs to handle parent-teacher relationships, using simulations that involve the participation of a professional actor. Applying a qualitative approach and a case-study methodology, data were collected from 52 PSTs using three tools: written reflections, interviews, and focus groups, in order to learn about PSTs' perceptions about the simulation experience and its effectiveness in preparing them to handle parent-teacher conversations. Analysis of the findings revealed that the PSTs mentioned three principles that guided their understanding of how to cope with this task, namely, the emotional, behavioural, and conceptual dimensions that came into play through the simulation. This study contributes to our theoretical understanding of the issue by expanding the concept of 'parental awareness in education' and by focusing on empathic abilities. [ABSTRACT FROM AUTHOR]

Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers' standards. In UK-based international teacher training, these situated practices are more challenging because of staff and trainees working in different time zones. In 2020, COVID-19 travel restrictions prevented assessors visiting trainees in international schools. Assessment therefore moved to a video-enhanced dialogic assessment process (VEDA), incorporating video-enhanced lesson observation and feedback, along with a dialogic online interview and evaluation of a digital portfolio of evidence. A first cycle of action research carried out in parallel to the change in provision gathered participants' perceptions from recordings. These are themed around the way that technology supported reflection during assessment, and the holistic nature of this approach. Findings suggest that video-enhanced dialogic assessment allows for a deep and authentic assessment experience, and is a better fit as a reflective pedagogy for assessing teachers than the pre-pandemic approach. [ABSTRACT FROM AUTHOR]

This article reports research evidence of the enhancement of student teachers' epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön's conceptualisation of the education of the reflective practitioner, articulated with concepts such as pedagogical content knowledge, approximations to core teaching practices, epistemology of reflective practice, and assessment for and as learning, the strategy was designed to be a sheltered reflective practicum to learn about language and literacy education while still at the university, before moving into real class practicums. Data collected through individual reflective writing, developed at the beginning and revisited at the end of the practicum, were subjected to qualitative analysis. The results evidence students' awareness of their limited initial and rich final understandings as well as of critical features of the learning process, expressing positive feelings and acknowledging the relevance of their learning for future practice. The discussion argues for the relevance of offering a sheltered reflective practicum approach while still at university in the design of teacher education. [ABSTRACT FROM AUTHOR]

The pandemic context that began suddenly brought us, along with new ways of living, educational challenges to be faced in an unequal society governed by control. This article brings the experience of an extension course inspired by Delory-Momberger's biographical project studio, aligned with the (Auto)Biographical Narrative Research-training approach, carried out with a group of basic education teachers from public schools, mostly from Rio de Janeiro state. The proposal consisted of creating a conversation space for the artisanal production of research projects, presenting as a starting point the construction of narratives, oral and written, about the life history and training of the participants, through rescue and reflection of experiences as teachers in this specific period of pandemic. Based on this awareness, in a reflective movement, the teachers raised questions related to future academic projects. [ABSTRACT FROM AUTHOR]

Social interaction in online teacher training can be challenging. Accordingly, we aim to explore how a massive open online course (MOOC) for teacher training affects the professional identity (PI) and development of teachers. This course was developed based on the reflective learning framework (RLF) and utilises modelling as a teaching method. For that, we enrolled in a mixed-method research study. Data were collected from 54 teachers and three discussion boards. Next, it was analysed through content analysis using grounded theory, the application of the narrative reflection assessment rubric (NARRA), and statistical tests. As a result, we observed a significant increase in teachers' evaluations regarding reflective thinking (from 24% to 67%) and sociocultural learning (from 13% to 39%) after completing the course. Pearson's r coefficient showed a positive relationship between the fourth NARRA element, transformation, and its predecessors. This indicates that each element plays a role in a continuous development process. The evidence was sufficient to conclude that the training promoted teachers' PI development, except in the domain of job satisfaction. [ABSTRACT FROM AUTHOR]

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

With increased emphasis on diversity, equity, and inclusion in teacher preparation, there is a need for efficient instruments to support survey research of teachers’ equity-oriented preparation. This article describes the development and initial validation of the Teacher Preparation for Equity Scale, a broad measure of teacher perceptions regarding the extent to which their preparation program emphasized elements of equity-oriented preparation. Public school, PreK–12, U.S. teachers (n = 757) from a Mid-Atlantic state responded to a survey about their equity-related beliefs and assessment practices. We constructed the scale to capture programs’ emphasis on aspects of equity orientation and reflective practice, anticipating two separate and related factors. Evidence supports two factors, equity-oriented preparation (4 items) and reflective practice (3 items), with a defensible general factor (7 items) that we term the Teacher Preparation for Equity Scale. The measure can be used to examine in-service teachers’ perceptions of their preparation experiences for equity-oriented teaching. [ABSTRACT FROM AUTHOR]

This study presents the account and analysis of an attempt to make the development of higher-level reflection skills an explicit learning outcome on a Trinity College London CertTESOL course. It analyses the effect that this attempt had on the depth of the written reflections of trainee teachers, and attempts to uncover their perceptions of their own development. Previous work has examined the effect of interventions to encourage the development of reflective skills in preservice state-school teacher education and in-service teacher training. However, it has not addressed such an intervention on a TESOL Certificate course. The present study draws on the relevant literature to design a process of reflection, and analyses its effectiveness. Qualitative analysis consists of deductive analysis of participants’ written reflections and inductive analysis of transcripts from semi-structured interviews. Findings show that trainees developed their reflective skills, could use their reflections to adapt their teaching, and were aware of their own development. It concludes that aspects of TESOL Certificate courses are conducive to the development of reflective skills, and suggests a procedure which can maximise the benefits of these aspects and a level of reflection appropriate as a learning aim of such a course. [ABSTRACT FROM AUTHOR]

Reflection requires someone to think in deep and express the impression of a phenomenon or an event. Reflection can be defined as a mirror to look at and see the personal insights, feelings, motivation, or purposes of individuals within a particular context and practice in a realistic way. This study examined the nature of pre-service science teachers' reflections during the last semester of the teacher education program. There were four cases as student-teachers attending science teacher education program in northwest region of Türkiye. The qualitative data, written reflections and researcher field notes were utilized and analyzed through inductive methods. The results indicated that even though pre-service science teachers learned scientific practices and inquiry, they were not able to implement due to some constraints: mentor teachers forced them to teach on a traditional basis. They could only complete the required four-hour teaching practice. Student teachers reflected on their learning as becoming a science teacher, but their actions were restricted, and they could not find supportive community in school and classroom context. [ABSTRACT FROM AUTHOR]

The present scoping review aimed to systematically review the corpus of data sources including 92 published papers, which were identified and retrieved based on the study criteria. The papers were coded using categories which were operational definitions of reflection and reflective practice, unit of analysis, theoretical frameworks, levels of reflection, research methods, data collection instruments, and the complexity of second/foreign language (L2) teacher reflection. The results indicate that (a) current definitions of teacher reflection are general and descriptive, (b) the focus is heavily on in-service teaching contexts, (c) there is a growing interest in qualitative methodological approaches and a need for principled mixed methods research is greatly felt, (d), there is an overriding emphasis on reflection-on-action approaches, (e) and most of the studies portray reflection at descriptive and comparative levels, failing to encourage teachers at the critical level. The findings also suggest a need for applying and extending the benefits of reflection to different real-life contexts where teachers work, and a call for new research orientations to address the complex dynamics of teacher reflection. The implications of the study are discussed in detail. [ABSTRACT FROM AUTHOR]

South African Foundation Phase teacher education programmes are criticised for not delivering critical and creative students who can rightfully take their place in an ever-changing world. Moreover, the demand for developing teacher education programmes that are of high quality and lead to meaningful development of teachers as well as several national and institutional teacher education policy changes has led to revisions to approaches to assessment. The aim of this article is to indicate how portfolios can be used as a reflective learning tool in assessment. A qualitative exploratory case study is presented where Foundation Phase teacher education portfolios were analysed thematically to establish whether portfolios promote learning through students' engagement in reflection. We argue that student reflections through portfolios have the potential of enhancing the process of thinking about learning, thereby encouraging students to think about more than just their marks, but also their personal development and growth. An analysis of the data showed that students developed the ability to reflect as they progressed through the portfolio, albeit superficially. There were strong indicators that the portfolio tasks enabled different levels of reflection and learning. We found that the students had not developed the ability to assess their own teaching or learning, and it made us realise that we need to do more probing for such critical thinking about the way we implement the portfolio task. Portfolios hold much value for summative assessment purposes, but it is important to acknowledge its value to enable assessment for learning. Therefore, a mind shift is needed towards alternative uses of portfolios in teacher education programmes as well as how they can be used for sustainable assessment. The construction of learning portfolios with an explicit focus on learning could bring about important changes for Foundation Phase teacher education students, as it enables them to become more aware of their own learning and growth and could serve as a form of professional development for pre-service teachers that could also serve them well when practising as in-service professionals. [ABSTRACT FROM AUTHOR]

Reflective writing is a relevant aspect of pre-service teachers' professionalization. Evaluating reflective writing in teacher education is demanding due to a shortage of resources. Hence, this study explores the practical possibilities of evaluating reflective writing using a mixed-methods approach to analyze reflective writing from 198 pre-service teachers at a German university. We used qualitative content analysis, computational linguistic approaches, and BERTopic. Results of qualitative content analysis results indicated primarily descriptive and low-level participants' reflective writing. Next, computational linguistic analyses revealed that affective and cognitive terminology utilization differed across varying levels of reflection, with a higher frequency of such terms correlating with deeper levels of reflection. BERTopic results showed that reflective content mainly centered on learning materials and shifted toward affective and motivational themes related to higher levels of reflection. This study demonstrates that reflective writing can be evaluated across reflection levels and cognitive, affective, and thematic dimensions, combining qualitative content analysis, computational linguistic approaches, and BERTopic. [ABSTRACT FROM AUTHOR]

Clinical reflection with a focus on student impact is now a mandated attribute for graduate teachers across Australia via the capstone teacher performance assessment task. This policy move is forcing teacher educators to examine their programs to find space for activities that help pre-service teachers to develop the skills and dispositions required for the teacher performance assessment. Some of the best opportunities for clinical reflection occur after pre-service teachers teach lessons during their professional experience in schools. The data for this study were generated during the trial of a lesson feedback and reflection form for pre-service teachers in NSW, Australia. This study examined 13 pre-service teachers' responses in 134 lesson feedback and reflection forms. A phenomenographic analysis was conducted on the responses to produce an inclusive and hierarchical four-level taxonomy of clinical reflection. These data showed that although all levels of the taxonomy were present in post lesson feedback and reflection forms, clinical reflection was less frequent than other categories of reflective practice such as causal. These findings have clear implications for the precision of the learning protocols deployed in professional experience experiences in teacher education for the purpose of fostering clinical reflection. [ABSTRACT FROM AUTHOR]

The authors in this article provide a historical view (past) on the development of mixed reality (MR) simulation in teacher education as well as a brief history of simulation from other fields along with foundational knowledge on the evolution of simulation. The authors provide a systematic review of the current state (present) of the research in MR for teacher education within the past 5 years aligned with the research question "What are the uses, practices, and outcomes of MR simulation in teacher preparation?". Three themes were identified, i.e., simulation to this point is designed by teacher educators, feedback matters in impacting outcomes, and practice is safe and reflective for those who prepare teachers in these environments. A summary is provided of these key articles and the findings. The authors conclude the article by sharing the potential evolution (future) of aspects of the model of MR, focusing on the use of AI agents and multi-modal data collection, including biometric signals, providing insights into simulation in teacher education. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

The current study aimed to explore the effectiveness of a process based reflective teacher training course that utilized situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for EFL (English as a Foreign Language) teacher candidates. To this end, 45 teacher candidates at a teacher education university in Iran participated in a semi-structured interview (pre-intervention and post-intervention interview) and created process-oriented narrative journals documenting their reflective and caring practices. The findings of the study indicated that all the three groups of participants (role play group, scenariobased evidence group, and video evidence group) benefitted from the course and demonstrated improvement in various ways. The emerged themes from each group (role play group: 23 categories, video group: 17 categories, and scenario-based evidence group: 16 categories) illustrated how these strategies supported teacher candidates in developing their caring and reflective practices. [ABSTRACT FROM AUTHOR]

Copyright of Journal of English as a Lingua Franca is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Self-study of teacher education practices, professional learning, apprenticeship of observation, modeling, evidence, reflective practice. [Extracted from the article]

This paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding role of the tutor and appreciation of their position as an expert on the part of preservice teachers. The conditions noted previously in the literature are validated and others emerge in accordance with the Chilean context. [ABSTRACT FROM AUTHOR]

Identification of the most suitable theories to provide teaching models, concepts and frameworks for the training of language teachers is a relevant goal for the dynamic social context of today's societies. Together with a package of appropriate educational policies, these theories can contribute to the creation of a platform for the training of foreign language teachers. We will pursue two major goals in our work: 1. To describe Sociocultural Theory (SCT) highlighting the essential characteristics of a pedagogy derived from SCT; 2. To demonstrate the compatibility between SCT and the standards, contents, and objectives provided for students and future teachers in European language policies. "SCT-based Pedagogy" is an integrative concept for curriculum planning activities, but also for teaching-learning-evaluation activities that can be extracted from Lev Vygotsky's theory. Some basic ideas for such a specific pedagogy are: that teaching and learning are culturally and linguistically mediated activities, situated and participatory, reflective, based on communities of practice, and accompanied by dynamic assessment. [ABSTRACT FROM AUTHOR]

The article focuses on the integration of corpus linguistics in second language teacher education, highlighting the importance of teacher training in utilizing corpora for language teaching. Topics discussed include the challenges in incorporating corpora into pedagogical practices, the need for dedicated corpus resources and tools tailored for language instruction, and the significance of corpus-based reflective practice in teacher education.

Copyright of Kultura i Wychowanie is the property of Akademii Humanistyczno-Ekonomicznej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

This paper presents findings from qualitative research on teachers' experiences of practising philosophy in Icelandic schools and its effects on their work and students. The research question is: What are the teachers' experiences of teaching philosophy in compulsory education, and how do these experiences shape their practices and affect their students? Nine philosophy teachers from South-West Iceland were interviewed from January to June 2021. Findings show both opportunities and challenges of practising philosophy with students. Opportunities consist of students' training in democratic living, reflective thinking, and a better understanding of various subject matters if the tools of philosophy are used. For teachers, the main challenge of doing philosophy is the uncertainty in the classroom when teaching through dialogue. [ABSTRACT FROM AUTHOR]

We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially the Calls to Action of the Truth and Reconciliation Report of Canada (2015). By encouraging the agency of the TCs – the scholar-practitioners – with whom we work, we aspire to a reflective and deliberative approach of engaging with issues, needs, and problems as caring humans. This paper traces our journey of collaborative inquiry as we revisit, reframe and repurpose influential scholarship. This involves pedagogical conceptions of experience and reflective thinking, informing the mindful complexity of being and becoming in place, while foregrounding local Indigenous Ways of Knowing and experiential learning as illustrations of a scholar-practitioner stance. Through inquiry in community, recognising the importance of drawing upon individual Teacher Candidate identity, we articulate how we learn as teacher educators to address the complex, contemporary issues of: equity, diversity, inclusion; decolonisation; education in times of crisis; and the challenges of ecological well-being. [ABSTRACT FROM AUTHOR]

This study examined the knowledge development of teacher–student relationships (TSRs) for Chinese pre-service teachers in an outbound teacher education programme in Canada. Both qualitative and quantitative methods were used to assess the TSR development of 22 Chinese pre-service teachers who participated in the programme. The findings indicated that pre-service teachers' TSR knowledge had developed across three dimensions of 'nature', 'outcomes' and 'how-to' owing to the design of the programme, supportive and professional network, transcultural reciprocal learning context and practical experiences participants had acquired from China and Canada. The pre-service teachers could thus develop their TSR knowledge in a co-constructed, reflective and practice-oriented manner. [ABSTRACT FROM AUTHOR]

Classroom management (CM) is one of the major challenges faced by novice teachers. We define CM as the set of actions that teachers undertake to build a classroom climate that promotes students' academic, and socioemotional competence (SEC). This study is an evaluative case study of an innovation in a CM course for students, in a teaching education undergraduate program at a private University in Colombia. Specifically, we examined the potential of a set of pedagogic strategies (i.e. active learning and reflective journals) to develop preservice teachers' SEC, CM self-efficacy and non-controlling discipline beliefs. Results from quantitative and qualitative analyses showed the potential that active learning and reflective journals have to prepare preservice teachers for the challenges of CM. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

In an increasingly dynamic and ever-changing global context, mobility and employment choices has resulted in professional diversification and change. These changes have offered opportunity for two researchers to apply an analytic approach to their experiences. This collaborative self-study explores how being in a new educational context influenced and shaped the thinking of two teacher educators in relation to initial teacher education. Journal entries over a three-month period generated a set of three key themes – identity, belonging and purpose. Applying a critical friend methodological approach, these conversations helped the authors to further interrogate the data and make sense of their learnings. An important finding from the research is the power of the reflective process in truly engaging with the change and the significant personal growth that took place within each new context. The findings are pertinent others' experience change in educational context, such as pre-service teachers, which raises interesting questions and insights for those working with these cohorts and how best to prepare them for the dynamism of the profession. [ABSTRACT FROM AUTHOR]

While complaining is ubiquitous in everyday interactions, it can seem out of place when a teacher complains within a setting devoted to reflective practice and professional development. In this article, we show examples of a novice teacher's complaints to her mentor within post-observation meetings, making the case that these complaints raise issues relevant to reflective practice, including teaching beliefs and dealing with critical feedback. We show how the mentor sidesteps the issues raised by the complaints but suggest that mentors could treat complaints as a novice form of reflective practice. Ultimately, we offer practical suggestions for anyone engaged in providing post-observation feedback. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers' analysis of practice when using authentic representations of practice in teacher education. We assigned 638 student teachers from 21 equivalent teacher education courses to one of the two conditions. Students' analyses of practice were evaluated on selective attention, reflective thought, and theory-practice integrations in a pre-post-design. In line with inconsistent findings from prior research, we were able to produce evidence for equivalent effects of the instructional approaches on all dependent variables using Bayesian data analyses. As called for in a review on the topic, we additionally explored the role of the instructors administering the field study interventions. Findings revealed that a positive attitude toward the instructional approach the instructors administered was related to more theory-practice integrations in the students' analyses. [ABSTRACT FROM AUTHOR]

This qualitative case study responds to calls for research on the ways critical reflection develops in preservice and novice teachers. While evaluating capacity to reflect is a dominant practice in teacher education, few studies explore empirically how different factors impact teachers' reflection. Building from earlier research that conceptualized a typology that included four levels of reflective thinking, this study explores how different factors spur the highest form of reflection identified by the literature, critical reflection, through a multi-method approach involving several sets of data across nine cases of learning to teach. Findings from within-case analyses suggest some habits of critical reflection transfer across contexts, while others appear to be contextually dependent. Shifts in teaching contexts and elicitation practices appear to drive the quality and quantity of critical reflection suggesting that some habits of reflection can be elicited and reinforced by teacher educators regardless of context. [ABSTRACT FROM AUTHOR]

Policy documents relating to teacher education in Ireland and Norway from 2008 to 2016, representing periods of change in teacher education in both jurisdictions, were analysed to explore the discursive construction of reflective practice. Employing a discourse analysis, the study found that, while reflective practice was seen as important in both countries, they differed in terms of why it should be used. Overall, reflective practice was presented as primarily a competency required by teachers to evaluate and improve their practice, however the rationale for this improvement appeared to differ in the two contexts. In Ireland reflective practice was presented primarily as a tool for self-improvement. A similar focus was evident in the Norwegian documents however they also emphasised the teachers' contribution to the school community. The paper discusses the encroachment of performativity discourses on conceptualisations of reflective practice and discusses implications of this narrowing policy discourse on teacher education. [ABSTRACT FROM AUTHOR]

Copyright of Zona Próxima is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

The article describes a field experience that unexpectedly shifted online, in response to the global pandemic and national shut down, mid-way through the spring 2020 semester. First, the course and its embedded fieldwork is situated within the body of theoretical work that frames the traditional, f2f delivery. Then, the literature on teacher preparation for online instruction, as well as online fieldwork experiences in literacy instruction is reviewed. Through formative assessment survey data and subsequent reflective data, the instructional decisions which undergirded the shift to remote fieldwork are analyzed for their impact on the thinking and learning of the literacy specialist candidates who participated in this shift. Three instructional decisions emerged as most critical to the shift's success and candidates' learning. Findings have implications for the course and the advanced literacy program and are important considerations as we adapt to the educational realities of teaching and learning in an uncertain time. [ABSTRACT FROM AUTHOR]

Despite empirical evidence in support of the effectiveness of using tasks in young learners' classrooms, task implementation has been repeatedly reported as a thorny problem. An essential but under-researched issue is how in-service teacher education programme can be conducted to facilitate teachers' implementing tasks in their classrooms. This practitioner research article reports on a researcher and teacher educator's action research study in which she worked with Lucille (pseudonym), a novice English language teacher, to design and implement two repeated task-based language teaching (TBLT) lessons for Grade 2 students at a Chinese primary school. During a six-week teacher education program consisting of two cycles of TBLT lesson planning, implementation, evaluation, and reflection, the teacher educator provided continuous support to guide and scaffold Lucille's reflective endeavours at crafting TBLT practices in her classrooms. The teacher educator also conducted student-based, response-based, learning-based, and community-based task evaluations to facilitate the teacher's reflective practices. The study illustrates how an in-service teacher education program, fuelled by on-going professional support and empirical evaluation, facilitated a practitioner's task implementation in young learners' foreign language classrooms. [ABSTRACT FROM AUTHOR]

Language teacher education research has convincingly shown that teaching placements can function as an opportunity for pre-service teachers to connect the theoretical knowledge acquired at university with actual classroom practices. Despite the extensive body of empirical research that has been generated in different foreign language education contexts, the Greek context still remains under-investigated. The purpose of the current qualitative and longitudinal study--framed within Interpretative Phenomenological Analysis (IPA)--is to explore how seven pre-service language teachers of Greek as a Foreign Language (L2) reflect on their professional learning, development and growth as a result of their teaching placement at a language school in Barcelona, Spain. Their perceptions were gathered before and after their placements through questionnaires and interviews. Results showed that participants perceived their placement as crucial for their professional learning and development. They regarded reflective practices as having played a key role in their growth as teachers and professionals. The study concludes by discussing some implications for the design and development of L2 Greek teacher education programs. [ABSTRACT FROM AUTHOR]

This article aims to diagnose Spanish Hospital Nursing School (SHNS) teachers' training necessities toward professionalization model, on the basis of the reflective practice in order to carry out in a future work. To reach the objective, questionnaires were applied to teachers and students regarding teaching at school, together with an extensive interview with teachers, with a qualitative approach expressing the meaning they give to their teaching practice through their experience. It was posible to identify the teaching needs, demonstrating that it is important to develop a training program, obtaining relevant information: most of the teachers teach lectures despite of the fact that they motivate reflection and research; they would like to learn there flective practice model. With the perception that teachers have of themselves, their practice and their students, the implementation of the program will be favored since they have passion for teaching and demand, with great interest to train students in a comprehensive way not just academically. [ABSTRACT FROM AUTHOR]

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Reflection is recognised as a significant goal in teacher education. Digital portfolios have considerable potential for developing teacher reflective capacities, but more research is needed for documenting the content and quality of the reflections within it and for understanding the factors related to its occurrence. Many schemes of analyses have been developed. However, they do not accord sufficient attention to the situated nature of reflection and the sociocultural context within which reflection occurs. In this study, we seek to analyse and understand student teacher reflections as captured in digital portfolios. We propose using a lens that combines a framework on types of reflection with a situative perspective. Results suggest that student teachers do not typically reflect at deep levels, unless the situation legitimizes or privileges it, even if they may be able to do so. Findings are discussed in relation to contextual factors. It is surmised that student teacher reflections may be tied to the sociocultural context in which they learn and in which reflection is enacted. [ABSTRACT FROM AUTHOR]

At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher preparation courses in an undergraduate program in order to provide relevant training through a variety of instructional modalities including face-to-face, virtual, hypothetical, and mixed reality. Focused on maintaining professional standards through adapted coursework designed to meet student learning outcomes, instructors reflected on multiple instructional modalities and analysis of demonstrable learning outcomes for students in a four-year bachelor's degree program resulting in state teacher certification. Data were collected from students from three different cohorts (n = 26) through course assignments, reflections, and instructor- and self-assessments. Results highlight several areas where students found success in meeting professional standards in new ways including: knowledge of development, relevant and responsive curriculum, collaborative engagement, cultural and familial knowledge, inclusive and individualized design, and flexibility and adaptability. Students were prepared to teach in the following ways: designing curriculum, implementation, and reflective practice. Students felt unprepared to teach citing needing more practice and continued skills development. These findings highlight the need for flexibility in the face of the pandemic and underscore the importance of using the new knowledge and practices generated about student learning to reinvent early childhood teacher education programs when faced with post-pandemic realities. [ABSTRACT FROM AUTHOR]