Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards

Article

Bradbury, Ondine J., Fitzgerald, Angela and O'Connor, Justen P.. 2020. "Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards." Australian Journal of Teacher Education. 45 (10), pp. 18-34. https://doi.org/10.14221/ajte.2020v45n10.2

Article Title	Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards
ERA Journal ID	20742
Article Category	Article
Authors	Bradbury, Ondine J. (Author), Fitzgerald, Angela (Author) and O'Connor, Justen P. (Author)
Journal Title	Australian Journal of Teacher Education
Journal Citation	45 (10), pp. 18-34
Article Number	2
Number of Pages	17
Year	2020
Publisher	Edith Cowan University
Place of Publication	Australia
ISSN	0313-5373
Digital Object Identifier (DOI)	https://doi.org/10.14221/ajte.2020v45n10.2
Web Address (URL)	https://ro.ecu.edu.au/ajte/vol45/iss10/2/
Abstract	A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.
Keywords	reflective practice, teacher education, pre-service teachers, professional experience, professional standards, mentoring, classroom practice, question prompts
ANZSRC Field of Research 2020	390307. Teacher education and professional development of educators
	390303. Higher education
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	Deakin University
	University of Southern Queensland
	Monash University
Institution of Origin	University of Southern Queensland

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