Scenarios as springboards for reflection on practice : stimulating discussion

Santoro, Ninetta and Allard, Andrea 2008, Scenarios as springboards for reflection on practice : stimulating discussion, Reflective practice, vol. 9, no. 2, pp. 167-176, doi: 10.1080/14623940802005509.

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Title Scenarios as springboards for reflection on practice : stimulating discussion
Author(s) Santoro, Ninetta
Allard, Andrea
Journal name Reflective practice
Volume number 9
Issue number 2
Start page 167
End page 176
Publisher Routledge
Place of publication Abingdon, England
Publication date 2008-05
ISSN 1462-3943
Keyword(s) teacher education
pre-service teachers
cultural diversity
reflective practice
Summary Increasingly there is an expectation that new graduates will have developed, prior to their induction into teaching, sound theoretical knowledge in relation to practice. However, in Australia, many pre-service teachers have insufficient time in the field to develop reflective practice and to observe how experienced teachers enhance their own knowledge through reflection on practice. In this article we discuss one way to introduce teacher education students to the notion of reflective practice. We explore the potential of scenarios to develop reflective thinking in pre-service teacher education students and highlight the processes and requisite criteria for developing scenarios that capture the rich and complex experiences of classroom practitioners. The scenario presented here has been fashioned from a pre-service teacher's story of classroom practice collected from her during an interview for a research project. While the scenario was intended for use only with pre-service teachers in order to increase their knowledge-base and analytical skills, when it was trialled with a group of experienced teachers in order to ascertain its suitability for novice teachers, an unexpected outcome was that it resonated with the teachers in ways that enabled them also to reflect more deeply on their professional practices. We speculate that the processes of scenario construction may also be valuable in other settings where reflective practice is a professional requisite.
Language eng
DOI 10.1080/14623940802005509
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
HERDC collection year 2008
Copyright notice ©2008, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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