Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/87416
Registo completo
Campo DC | Valor | Idioma |
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dc.contributor.author | Pereira, Íris Susana | por |
dc.contributor.author | Russel, Tom | por |
dc.contributor.author | González Riaño, Xosé Antón | por |
dc.date.accessioned | 2023-12-04T09:37:39Z | - |
dc.date.available | 2023-12-04T09:37:39Z | - |
dc.date.issued | 2023-03 | - |
dc.identifier.citation | Pereira, I. S. P., Ruseel, T.m & Riaño, X. A. G. (2023) Enhancing student teachers’ epistemology of reflective practice while still at the university: Evidence from a sheltered reflective practicum. Journal of Education for Teaching, https://doi.org/10.1080/02607476.2023.2193147 | por |
dc.identifier.issn | 0260-7476 | por |
dc.identifier.uri | https://hdl.handle.net/1822/87416 | - |
dc.description.abstract | This article reports research evidence of the enhancement of stu-dent teachers’ epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön’s conceptuali-sation of the education of the reflective practitioner, articulated with concepts such as pedagogical content knowledge, approxima-tions to core teaching practices, epistemology of reflective practice, and assessment for and as learning, the strategy was designed to be a sheltered reflective practicum to learn about language and lit-eracy education while still at the university, before moving into real class practicums. Data collected through individual reflective writ-ing, developed at the beginning and revisited at the end of the practicum, were subjected to qualitative analysis. The results evi-dence students’ awareness of their limited initial and rich final understandings as well as of critical features of the learning process, expressing positive feelings and acknowledging the relevance of their learning for future practice. The discussion argues for the relevance of offering a sheltered reflective practicum approach while still at university in the design of teacher education. | por |
dc.description.sponsorship | The work was supported by the This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, UIDP/01661/2020 through national funds of FCT/MCTESPT. [UIDP/01661/2020]. | por |
dc.language.iso | eng | por |
dc.publisher | Taylor & Francis Ltd | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F01661%2F2020/PT | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F01661%2F2020/PT | por |
dc.rights | openAccess | por |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | por |
dc.subject | Reflection-on-action | por |
dc.subject | Epistemology of reflective practice | por |
dc.subject | Practicum | por |
dc.subject | Teacher education | por |
dc.title | Enhancing student teachers’ epistemology of reflective practice while still at the university: evidence from a sheltered reflective practicum | por |
dc.type | article | - |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://doi.org/10.1080/02607476.2023.2193147 | por |
oaire.citationStartPage | 1 | por |
oaire.citationEndPage | 17 | por |
dc.identifier.eissn | 1360-0540 | por |
dc.identifier.doi | 10.1080/02607476.2023.2193147 | por |
dc.subject.fos | Ciências Sociais::Ciências da Educação | por |
dc.subject.wos | Social Sciences | por |
sdum.journal | Journal of Education for Teaching | por |
oaire.version | VoR | por |
dc.subject.ods | Educação de qualidade | por |
Aparece nas coleções: | CIEd - Artigos em revistas científicas internacionais com arbitragem |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Enhancing student teachers epistemology of reflective practice while still at the university Evidence from a sheltered reflective practicum.pdf | 1,44 MB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons