Research and teaching: An investigation of student teachers' ability to reflect

Mantle, M. (2012) Research and teaching: An investigation of student teachers' ability to reflect. In: What is Research-Led Teaching? Multi-Disciplinary Perspectives. Consortium for Research Excellence Support & Training (CREST), pp. 145-150.

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Abstract from a current EdD which outlines the research.
“This is a study of student teachers’ ability to reflect on their own experience in order to support their learning. The study takes an interpretative approach to investigate how student teachers reflect over their PGCE year. This is an action research project generating qualitative data highlighting the views and experiences of students during their teacher training. This study took place over a one year period in one teacher training institution. There were six participants aged 22 or 23 years of age, who were all taking a post graduate route into teaching Physical Education. Analysis of the literature on reflection led to the formulation of two categories associated with reflection. These categories were reflection according to Dewey’s stages of learning and enhanced reflection. The data arose from different reflective learning activities and one subsequent interview. The data analysis initially distinguished the different stages of learning identified by Dewey (1933). This analysis created three research questions which focused on reflection, enhanced reflection and the use of narrative. Further analysis of the data demonstrated that most of the participants showed signs of reflection, with two participants demonstrating enhanced reflection which involves context, distance, ownership, power and emotion. All participants reflected by using a narrative to reconsider their experience. The conclusions were that given the opportunity student teachers demonstrated the ability to reflect but the oral reflective learning activities were the most effective and students require some guidance on how to reflect. The use of narrative was evident in all data and this may indicate an area for future research. The implication for initial teacher training programmes is that oral reflection through the use of a story provides the best opportunity to formalise learning through reflection. Therefore Schools of Education should provide opportunities for oral story telling. However the teacher training period is only the start of the reflection process and professional development programmes must provide further opportunity for teachers to develop their ability to reflect. Therefore career professional development programmes should incorporate opportunities for oral reflection.”

Publication Type: Book Sections
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure > GV201 Physical education and training
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions: Academic Areas > Institute of Sport > Area > Physical Education
Related URLs:
Depositing User: Debbie Bogard
Date Deposited: 29 Apr 2013 14:38
Last Modified: 10 Dec 2014 14:21

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