The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection

Foong, Lydia Yoke Yean, Nor, Mariani Bt Md and Nolan, Andrea 2018, The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection, Reflective practice: international and multidisciplinary perspectives, vol. 19, no. 2, pp. 225-242, doi: 10.1080/14623943.2018.1437406.

Attached Files
Name Description MIMEType Size Downloads

Title The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection
Author(s) Foong, Lydia Yoke Yean
Nor, Mariani Bt Md
Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Journal name Reflective practice: international and multidisciplinary perspectives
Volume number 19
Issue number 2
Start page 225
End page 242
Total pages 18
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2018
ISSN 1462-3943
1470-1103
Keyword(s) facilitation styles
group dialogic reflection
early childhood practicum
practicum supervisors and collective reflection
Summary Student teachers’ reflective thinking is closely associated with learning and improving practice. Novice student teachers require adequate support to reflect more deeply. The role of ‘others’ in collective reflection and knowledge generation as an outcome creates a platform for deep reflection, addressing both the processes and premises of reflective thinking. Facilitation styles of practicum supervisors could influence the level of student teachers’ reflective thinking during collective reflection. This is a case study using purposeful sampling involving a Malaysian teacher training institution that conducted an undergraduate early childhood programme in collaboration with a UK university. Sources of evidence were interviews, direct observations and documents. Data collected were analysed using both inductive and deductive methods. It was found that facilitation styles influence the depth of student teachers’ reflective thinking during group dialogic reflection. A continuum of facilitation styles from collaborative to instructive typologies was constructed. The implications of these findings are discussed.
Language eng
DOI 10.1080/14623943.2018.1437406
Field of Research 130199 Education Systems not elsewhere classified
13 Education
22 Philosophy And Religious Studies
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2018, Informa UK Limited, trading as Taylor & Francis Group
Persistent URL http://hdl.handle.net/10536/DRO/DU:30114438

Document type: Journal Article
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 12 Abstract Views, 2 File Downloads  -  Detailed Statistics
Created: Fri, 19 Oct 2018, 11:34:05 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.