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

Version 2 2024-06-03, 09:46
Version 1 2018-10-19, 12:33
journal contribution
posted on 2024-06-03, 09:46 authored by LYY Foong, MBM Nor, Andrea NolanAndrea Nolan
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.

History

Journal

Reflective Practice

Volume

19

Pagination

225-242

Location

Abingdon, Eng.

ISSN

1462-3943

eISSN

1470-1103

Language

English

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, Informa UK Limited, trading as Taylor & Francis Group

Issue

2

Publisher

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD