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ERIC Number: ED398199
Record Type: RIE
Publication Date: 1995
Pages: 15
Abstractor: N/A
To Create a Context of Reflective Professional Development in Teacher Education. A Pilot Research.
Ojanen, Sinikka
This project researched theoretical self-study, i.e., how to improve, support, and facilitate the ability of a student teacher to learn to reflect on his/her learning and development through large (n=80) and small (n=5-8) group work and supervision where the basic idea is to foster professional growth of the student teacher. In the supervision model (n=10), fourth year students were asked to answer questions about close cooperation in supervision in regard to their most important goals, the nature of the instructor-student interaction, the quality of feedback discussion, their consciousness of practical theory, and their most significant learning experience. It was found that a small group could not function when its members had just been selected; it needed a group leader to function. The large group offered a means to teach indirectly. The guidance situation in a supervisory situation had to be created. The main task of a supervisor was to facilitate and enrich the phase of student's reflection as close cooperation encouraged student teachers to draw on their own expertise. Individual professional growth could not be consciously designed, nor could the critical points be assessed beforehand. Professional development will start spontaneously in the student teacher when obstacles are removed. (Contains 16 references.) (CK)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the European Conference on Educational Research (Bath, England, United Kingdom, September 14-17, 1995).