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OMcGScaffolding or Stifling paper 2010.pdf (120.16 kB)

Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice

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journal contribution
posted on 2012-07-10, 15:12 authored by Oliver McGarr, Janet Moody
This study aimed to examine student teachers’ opinions of changes to reflective practice requirements during a five‐week teaching practice placement as part of a one‐year postgraduate initial teacher education programme. The results highlighted that prior to the changes, students saw little relevance in the reflective writing requirements while on teaching placement. Students saw the new requirements as more beneficial as they provided them with more time to reflect and greater opportunities to explore issues relevant to their professional development. Teacher educators need to consider carefully the reflective practice requirements of professional placements in order to ensure that they foster critical reflection and that students do not see them as mandatory paper exercises.

History

Publication

Reflective Practice;11 (5) 579 - 591

Publisher

Taylor & Francis (Routledge)

Note

peer-reviewed

Rights

This is an electronic version of an article published in Reflective Practice: International and Multidisciplinary Perspectives, 11 (5) 579 - 591. Reflective Practice is available online at: www.tandfonline.comDOI:10.1080/14623943.2010.516968

Language

English

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