Universitat de Lleida
Recent educational research suggests that joint reflection can enhance student teachers’ reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their contribution to the development of students’ ability to reflect on their teaching practice. More specifically, we aim to identify the kind of tutor assistance that best helps students to develop their reflective capacity and to understand the situations they encounter during teaching practice.
This research was funded by the Ministerio de Economía y Competitividad, Gobierno de España (Ministry of Economy and Competitiveness, Spanish Government), (EDU2013-44632-P. It was also funded by the Agència d’Ajuts Universitaris i de Recerca (Agency of University and Research Grants) (AGAUR), Generalitat de Catalunya (Generalitat of Catalonia), (2014 ARMIF 00052).
English
Reflective practice; Tutor assistance with reflective practice; Student teachers; Dilemmatic knowledge.
Ilustre Colegio Oficial de la Psicología de Andalucía Oriental
info:eu-repo/grantAgreement/MINECO//EDU2013-44632-P/ES/AYUDAS A LA CONSTRUCCION DEL CONOCIMIENTO EN EL PRACTICUM DE MAESTROS: LA REFLEXION CONJUNTA PARA MEJORAR LA RELACION ENTRE LA TEORIA Y LA PRACTICA/
Reproducció del document publicat a https://doi.org/10.14204/ejrep.39.15070
Electronic Journal of Research in Educational Psychology, 2016, vol. 14, núm. 2, p. 287-309
(c) Education & Psychology I+D+i, Ilustre Colegio Oficial de la Psicología de Andalucía Oriental
Documents de recerca [17848]
