Marc Clarà, Teresa Mauri, Rosa Colomina and Javier Onrubia publish this article in the European Journal of Teacher Education, which aims to understand how certain educational supports promote preservice teachers’ learning to reflect in collaborative settings.
Abstract
To address this issue, we present a case study on collaborative reflection among 14 preservice teachers and one teacher educator over the course of five weekly consecutive sessions. The results suggest that collaborative reflection can be supported by organizing the process according to a twofold dynamic: from analysis to synthesis, and from open facilitation to directive facilitation. Six different types of assistance related to this dynamic, and provided by the teacher educator, are identified and qualitatively described: framing, oppositional voice, counterpoising alternatives, asking for the dilemma, problematizing, and modelling.
Reference
Clarà, M., Mauri, T., Colomina, R., & Onrubia, J. (2019). Supporting collaborative reflection in teacher education: a case study. European Journal of Teacher Education, 1-17. https://doi.org/10.1080/02619768.2019.1576626