Individual and collective reflection: deepening early childhood pre-service teachers’ reflective thinking during practicum

Foong, Lydia, Nor, Mariani Binti Md and Nolan, Andrea 2018, Individual and collective reflection: deepening early childhood pre-service teachers’ reflective thinking during practicum, Australasian journal of early childhood, vol. 43, no. 1, pp. 43-51, doi: 10.23965/AJEC.43.1.05.

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Title Individual and collective reflection: deepening early childhood pre-service teachers’ reflective thinking during practicum
Author(s) Foong, Lydia
Nor, Mariani Binti Md
Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Journal name Australasian journal of early childhood
Volume number 43
Issue number 1
Start page 43
End page 51
Total pages 9
Publisher Early Childhood Australia Inc.
Place of publication Fyshwick, A.C.T.
Publication date 2018-03
ISSN 1836-9391
1839-5961
Keyword(s) teachers
attitudes
philosophy
methodology
Summary THIS STUDY EXPLORED INDIVIDUAL and collective reflection as pedagogical approaches to support early childhood pre-service teachers’ reflection during practicum. Current trends in the literature show a shift from individual reflection to collective reflection, with an emphasis on social constructivist perspectives. This qualitative study focused on a Malaysian teacher education institution conducting an undergraduate early years program from the UK as the selected case. Sources of evidence came from interviews, direct observations and documents such as student teachers’ teaching portfolios, their reflection journals and assessment forms. The results show that collective reflection supported higher levels of reflective thinking during practicum at the integration, validation and appropriation levels of reflection, compared to when they reflected individually. Collective reflection provided Malaysian teachers with a new platform for problem-solving, connecting theory to practice, as well as the sharing and consideration of multiple perspectives, resulting in a deeper understanding of classroom practices.
Language eng
DOI 10.23965/AJEC.43.1.05
Field of Research 130199 Education Systems not elsewhere classified
1301 Education Systems
1303 Specialist Studies In Education
1701 Psychology
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2018, Early Childhood Australia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30114437

Document type: Journal Article
Collection: School of Education
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