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Student Teachers’ Reflections on their Teaching in Practicum: two Reflection Bodies
Dalarna University, School of Health and Welfare, Sport and Health Science. Dalarna University, School of Teacher Education, Educational Work. (Övergången från idrottslärarutbildning till lärarpraktik)ORCID iD: 0000-0003-2613-6558
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Reflections in teacher education (TE) is a disputed issue surrounded by “mixed messages and confusing agendas” (Fendler, 2003 p.20). According to Russell (2013), reflections have done more harm than good, especially when TE have forced their STs to reflect on theoretical matters and not on teaching practices. The “place to develop skills of reflective practice is in the practicum classroom as a novice teacher, not in the halls of the university as a student” (Russell, 2013 p.88). For that reason, my study focused on STs’ reflections on how they incorporated specified content into their teaching at practicum. The STs read about Assessment for Learning (AfL) at the university before entering their school placements. Research focusing on the link between universities and practicum is required since few studies on TE have “investigated how preparation [at the university] influenced candidates’ practice, […]to do the actual tasks of teaching” (Cochran-Smith et al., 2015 p.117).

I focused on whether STs' reflections were educative or non-educative (Dewey, 2015), and how contexts within school placements influenced STs' reflections on practicing AfL. An educative experience stimulates to further growth of STs' experiences of teaching situations (Dewey, 2015), which in this study is how STs' experiences of AfL gained at the university stimulate their further growth of experiences when incorporating AfL into their teaching practice. On the other hand, non-educative experiences stagnate STs' further growth (Dewey, 2015).  

Examining ST's reflections on their incorporations of AfL can give insights into how they experience their teaching, since “reflections are blind without experiences, and experiences are empty without reflections” (Wackerhausen, 2008 p. 19). These concepts are intertwined because present experiences influence how the STs frame teaching situations in their mindscapes, (Dewey, 2018) when reflecting on them so that they are enabled to teach more intelligently (Dewey, 2015). Intelligent teaching, interpreted in this article, is a matter of STs' judgment, and how they decided to incorporate AfL. AfL is based on research findings from Black and Wiliam’s (1998) meta-study, and Biesta (2020) is concerned with how teaching has come to be seen as an evidence-based practice. Biesta (2020) finds it problematic when teachers take research findings for granted when incorporating them into their teaching thinking that they can solve problems by applying them. Instead, teachers should incorporate findings by judging the situation and adapting them based on what they think is useful for their pupils in the situation.

Aim and research questions

The aim is to shed light on STs' reflection to get insight into how they experience the incorporation of AfL in their teaching and whether their experiences were educative or non-educative. This can be done by analyzing their reflections, and by looking at how they compose them with either educative or non-educative elements. For that reason, the following research questions guided my investigation:

-        Does context influence STs’ educative or non-educative reflections on using AfL and if it does, how?

-       How can STs’ reflections be described in terms of a composition of parts, shaping either educative or non-educative reflections?  

Place, publisher, year, edition, pages
2023.
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:du-48126OAI: oai:DiVA.org:du-48126DiVA, id: diva2:1840572
Conference
European Conference on Educational Research (ECER)
Available from: 2024-02-26 Created: 2024-02-26 Last updated: 2024-02-26Bibliographically approved

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https://eera-ecer.de/ecer-2023-glasgow

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Johansson, Emil

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CiteExportLink to record
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Citation style
  • apa
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