Peer reflective groups encourage student teachers to challenge existing theories and model collaborative professional development¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Kettle and Sellars found that peer reflective groups encouraged student teachers to challenge existing theories and their own preconceived views of teaching while modeling a collaborative style of professional development. → Ferraro 2000

Evidence¶

Ferraro 2000¶

Ferraro, Joan M. (2000). Reflective Practice and Professional Development. ERIC Digest. https://eric.ed.gov/?id=ED449120

q2 · i? · review · r2

The digest reports a 1996 study of third-year teaching students in which researchers analyzed students' reflective writings and interviewed them extensively about their reflective practices. It reports that "the use of peer reflective groups encouraged student teachers to challenge existing theories." No effect sizes are printed.

"They found that the use of peer reflective groups encouraged student teachers to challenge existing theories and their own preconceived views of teaching while modeling for them a collaborative style of professional development"

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Reflective practice yields deeper understanding of teachers' own teaching style and greater classroom effectiveness — related
• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — related
• Active and collaborative approaches promote higher-order thinking and complex reasoning (attributed to earlier studies in a framework paper) — related
• Educator-led peer professional development reinforced educators' own understanding and connected LVN to existing practice — a narrower finding that bears on this claim
• Small school contexts may both enable and constrain professional communities: collegiality rises but heavy workloads make collective instructional focus difficult — related
• Students found using a chatbot to solve a photoelectric-effect problem and evaluating its answer insightful, and the authors propose group checking as a way to verify chatbot answers — related
• Team-based professional development can help higher education teachers learn to reflect critically on their teaching, but true reflection is often not achieved — related