Reflection sessions and triangular cooperation in "return" practice
DOI:
https://doi.org/10.7577/sjvd.2618Keywords:
Student teachers, practicum studies, partnership schools, reflection plenaries, combining theory and practiceAbstract
The purpose for this qualitative study is to tighten the gap between the student teachers’ understanding of theory and practice.
Reflection plenaries and returning practicum were explored; in an attempt to educate student teachers who are more equip to meet the future occupational challenges. The student teachers attend two instead of four different practicum schools during their practicums. Semi structured focus group interviews with a triangulation of data from headmasters, students, and teacher educators were gathered. The data was analyzed using inductive content analysis.
The result reveals four categories, which influence student teachers` pedagogical insight through pre-service teaching practice: connections between theory and practical training, plenaries of reflections, pedagogical insight by understanding own role and possibilities for more time for pedagogical work in the classroom. Reflection plenaries enhances the students’ independence, level of reflection, and increase their ability to develop partnerships that are equal with their teacher educators and headmasters.
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Copyright (c) 2018 Baard Johannessen, Anne-Grete Kaldahl, Torhild Skotheim
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