Reflection skills in teacher education
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F. Questier, I. Joost, A. Libotton, Reflection skills in teacher education: an investigation into the nature of the written reflection on specific teaching situations in digital learning portfolios, ...

F. Questier, I. Joost, A. Libotton, Reflection skills in teacher education: an investigation into the nature of the written reflection on specific teaching situations in digital learning portfolios, Proceedings of 36th Annual Conference of the Association for Teacher Education in Europe (ATEE), August 2011, Riga, abstract published

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Reflection skills in teacher education Reflection skills in teacher education Presentation Transcript

  • Reflection skillsin teacher education: an investigation into the nature of the written reflection on specific teaching situations in digital learning portfolios Frederik Questier, Joost Ingels, Arno Libotton Vrije Universiteit Brussel ATEE conference 2011, August 2011, Riga
  • This presentation can be found at http://questier.comhttp://www.slideshare.net/Frederik_Questier
  • My background
  • Context:teacher training
  • Flemish decree on teacher education competencies based The teacher as… 1.guide of learning and developing processes 2.educator 3.expert 4.organisator 5.innovator 6.partner of parents 7.member of a school team 8.partner of external institutions 9.member of the education community 10.participant of culture
  • Digital learning portfolio 6
  • Educational portfoliosFlexible instrument for➢ students ➢ planning, reflecting, showcasing: learning process, development of competences➢ teachers ➢ coaching and assessing ➢ the development of competences ➢ course and year transcending
  • 10
  • Ref lectqua ion lity?
  • Research study➢ Analysis of ➢ 11 portfolios ➢ 47 reflection blocks➢ Built a category system ➢ based on theory ➢ adapted to context
  • KorthagensALACT cycle of reflection
  • Do students describe all steps of the ALACT cycle?
  • Conclusions➢ 3 first steps of ALACT are more described than 2 last ones (creating and trying alternatives)
  • How do students reflect?
  • Conclusions➢ Reflection is described more from a teacher perspective than from a pupils perspective➢ Reflection is more described for “what did I / pupils do and think?” than for “what did I / pupils want and feel?”
  • Onion model of Korthagen
  • Do students reflecton all layers of the onion model?
  • Conclusions➢ More reflection on outer layers than on inner layers (identity and mission) This could cause frictions!
  • Division in 2 groups➢ Group A (N=24) ➢ Reflection blocks with a description of any of the following reflections: ➢ What did I want? ➢ What did I feel? ➢ What did pupils want? ➢ What did pupils feel?➢ Group B (N=23) ➢ Reflection blocks without any of the above reflections described.
  • ReflectionGroup A vs Group B
  • ReflectionGroup A vs Group B
  • Onion model layersGroup A vs Group B
  • Conclusions➢ Reflection quality is higher when it includes reflection upon “what do I/pupils want and feel?” ➢ Statistically significant: ➢ Awareness ➢ Create alternatives ➢ Trial ➢ Describe + reflect competencies ➢ Describe + reflect beliefs
  • General conclusions➢ Competence oriented nature of this portfolio → focus on demonstrating efforts for the improvement of competencies and less on the whole of personal development➢ Not much core reflection
  • Recommendations➢ Careful with too much emphasis on competencies! ➢ Enough emphasis on own teaching experiences➢ Stimulate full reflection cycles➢ Stimulate reflection on what teachers and pupils want and feel.➢ Stimulate reflection on all onion levels
  • Additional copyright acknowledgements➢ Social Network CC-by by Frederik Questier➢ ALACT cycle of reflection, copyright by Korthagen➢ Onion model, copyright by Korthagen➢ Chamilo logo by Chamilo➢ Question? CC-by by Stefan Baudy
  • Questions? Comments? Thanks! See also http://questier.com 29