Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers

被引：6

作者：

Ruffinelli, Andrea ^{[1
]}

Alvarez Valdes, Carolina ^{[1
]}

Salas Aguayo, Macarena ^{[2
]}

机构：

[1] Univ Alberto Hurtado, Fac Educ, Erasmo Escala 1835, Santiago, Chile

[2] Pontificia Univ Catolica Chile, Fac Educ, Santiago, Chile

来源：

EUROPEAN JOURNAL OF TEACHER EDUCATION | 2023年 / 46卷 / 03期

关键词：

Preservice teacher education; teacher education programmes; teaching conditions; reflective practice; practicum tutorials;

D O I：

10.1080/02619768.2021.1949708

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding role of the tutor and appreciation of their position as an expert on the part of preservice teachers. The conditions noted previously in the literature are validated and others emerge in accordance with the Chilean context.

引用

页码：498 / 515

页数：18