Conditions for Generative Reflection in Practicum Tutorials: The Representations of Tutors and Preservice Teachers

Autor/inn/en	Ruffinelli, Andrea; Valdés, Carolina Álvarez; Aguayo, Macarena Salas
Titel	Conditions for Generative Reflection in Practicum Tutorials: The Representations of Tutors and Preservice Teachers
Quelle	In: European Journal of Teacher Education, 46 (2023) 3, S.498-515 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruffinelli, Andrea) ORCID (Valdés, Carolina Álvarez) ORCID (Aguayo, Macarena Salas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1949708
Schlagwörter	Preservice Teacher Education; Grounded Theory; Tutors; Preservice Teachers; Reflection; Role; Foreign Countries; Practicums; Social Influences; Chile + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Förderlehrer; Lehrender; Tutor; Rollen; Ausland; Practicum; Praktikum; Praktika; Sozialer Einfluss
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01