Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2022-12-27 DOI:10.22329/jtl.v16i3.7203
C. Kruger, Jan Buley
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Abstract

Teachers often enter practice with a narrow perspective of teaching. Through critical reflection, the minds of pre-service teachers can be opened to the bigger realities of teaching and social justice practice. Paired pre-service student teachers from two diverse university settings, Canada and South Africa, were immersed in a collaborative learning experience that involved exchanges through email, text messages, and artwork collages. As lecturers, we implemented action research to determine how to foster critical reflection by pre-service teachers from diverse education contexts. We anticipated the diverse contexts to serve as a disrupting incident in support of critical reflection and possibly also transformative learning. Findings confirm that the collaborative reflective learning across contexts supported the development of critical reflective skills and provided an opportunity for students to confront their own assumptions of ethical and moral teaching practice. Revised strategies are suggested to support deeper critical reflections in collaborative learning across teaching contexts to support transformative learning.
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在加拿大-南非的合作伙伴关系中,合作学习培养职前学生教师的批判性反思
教师往往以狭隘的教学视角进入实践。通过批判性反思,职前教师的思想可以向教学和社会正义实践的更大现实敞开。来自加拿大和南非两所不同大学的职前实习教师,通过电子邮件、短信和艺术拼贴画进行交流,沉浸在协作学习体验中。作为讲师,我们进行了行动研究,以确定如何培养来自不同教育背景的职前教师的批判性反思。我们预计,不同的背景会成为一个干扰事件,以支持批判性反思,也可能是变革性学习。研究结果证实,跨情境的合作反思学习支持了批判性反思技能的发展,并为学生提供了一个面对自己对道德和道德教学实践的假设的机会。建议修订策略,以支持跨教学环境的合作学习中更深入的批判性反思,从而支持变革性学习。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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