Cultivating reflective teachers: Challenging power and promoting pedagogy of self-assessment in Australian, Bhutanese, and Canadian teacher education programs

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Power and Education Pub Date : 2022-07-02 DOI:10.1177/17577438221108240
Christopher DeLuca, Jill Willis, Khandu Dorji, Ann L. Sherman
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引用次数: 2

Abstract

In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and development. Qualitative data were collected from teacher candidates from one teacher education program in each country to obtain the views and reflections of teacher candidates about the power and pedagogy of self-assessment to inform their learning and development. Analysis of results led to three overarching themes: (a) consistent learning priorities of pre-service teachers as they engage with reflection; (b) pedagogical features that leverage self-assessment strategies to enhance reflective practice; and (c) the possibilities for reflection to facilitate a professional stance towards learning. Each theme is discussed with consideration for teacher education practices and theory.
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培养反思性教师:在澳大利亚、不丹和加拿大的教师教育项目中挑战权力并促进自我评估教学法
在这篇文章中,我们考察了澳大利亚、不丹和加拿大三个国家的三个教师教育项目,以考察如何通过自我评估的教学法培养职前教师(也称为教师候选人)的反思能力。我们从这样一个前提开始,即有效教学的基石是教育工作者反思自己的实践并将自己的反思用于专业成长和发展的能力。从每个国家一个教师教育项目的教师候选人那里收集了定性数据,以获得教师候选人对自我评估的力量和教学法的看法和思考,从而为他们的学习和发展提供信息。对结果的分析引出了三个总体主题:(a)职前教师在进行反思时的学习优先事项一致;(b) 利用自我评估策略加强反思实践的教学特色;以及(c)反思的可能性,以促进对学习的专业立场。每一个主题的讨论都考虑到教师教育的实践和理论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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