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Supporting student teachers’ reflection as a paradigm shift process

Název česky Podpora reflexe studentů učitelství jako proces paradigmatického obratu
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SVOJANOVSKÝ Petr

Rok publikování 2017
Druh Článek v odborném periodiku
Časopis / Zdroj Teaching and Teacher Education
Fakulta / Pracoviště MU

Pedagogická fakulta

Citace
www http://www.sciencedirect.com/science/article/pii/S0742051X16308101
Doi http://dx.doi.org/10.1016/j.tate.2017.05.001
Obor Pedagogika a školství
Klíčová slova Reflection;Mentoring;Preservice teacher education;Post-lesson group interviews;Interpretative phenomenological analysis
Popis 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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