Teacher educators can coach student teachers in reflective practice using personal histories, dialogue journals, and group discussions¶

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 a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Ojanen's 1993 study of student teachers during field experiences explored the teacher educator's role as coach, finding that personal histories, dialogue journals, and small and large-group discussions help students reflect upon and improve their practices. → 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 1993 study by Ojanen of how student teachers develop reflective teaching skills during field experiences, exploring the teacher educator as coach. It concludes that educators coach most effectively "by using students' personal histories, dialogue journals, and small and large-group discussions." No effect sizes are printed.

"Teacher educators can most effectively coach student teachers in reflective practice by using students' personal histories, dialogue journals, and small and large-group discussions about their experiences to help students reflect upon and improve their practices."

Discussion¶

Related Claims¶

• Treating students' personal histories as sources of knowledge makes them part of the classroom curriculum — related
• Continuous guided reflection and dialogue about ill-defined dilemmas contributed to increased reflective judgment sophistication in several preservice teachers — related
• Contextual factors including time for reflection, evaluatory atmosphere, and peer and mentor dialogue influence preservice teachers' demonstration of reflective judgment — related
• Teachers adopted varying levels and strategies of guidance during reflective dialogues about VR experiences, which shaped students' meaning making — related
• Mentor modelling and a school-wide behaviour program's strategies transferred to the mentee's classroom management practices — related