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Outi Tiainen; Sonja Lutovac – European Journal of Teacher Education, 2024
This case study examines joint reflection in the context of peer group mentoring during the teaching practicum, involving three pre-service teachers and a mentor engaging in discussions supported by the video recorded lessons taught by the pre-service teachers. The approach to joint reflection was non-prescriptive and pre-service…
Descriptors: Peer Relationship, Group Dynamics, Practicums, Preservice Teachers
Makoto Matsuo – International Journal of Training and Development, 2024
The six-phase model of cognitive apprenticeship (modelling, coaching, scaffolding, articulation, reflection and exploration) has been recognized as a useful and effective instructional method in educational research; however, only a few studies have investigated the structural relationships among the six phases at work. This study aimed to…
Descriptors: Foreign Countries, Nurses, Modeling (Psychology), Professional Development
Chanponna Chea – Cogent Education, 2024
Extensive literature discusses mentoring in teacher education as a means to advance its professionalization. This study explored mentoring from the perspectives of student teachers, teacher educators, and school mentors. It analyzed four case studies conducted in two teacher-education colleges in Cambodia through observation and listening to…
Descriptors: Mentors, Professional Identity, Practicums, Foreign Countries
Eugénia Azevedo; Ana Ramos; Rui Araújo; Carla Valério; Isabel Mesquita – European Physical Education Review, 2024
This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the…
Descriptors: Questioning Techniques, Reflection, Preservice Teachers, Physical Education Teachers
Ruffinelli, Andrea; Valdés, Carolina Álvarez; Aguayo, Macarena Salas – European Journal of Teacher Education, 2023
This paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding…
Descriptors: Preservice Teacher Education, Grounded Theory, Tutors, Preservice Teachers
Kaitlin R. Sibbald; Diane E. MacKenzie – Journal of Occupational Therapy Education, 2025
Simulation with simulated patients is increasingly used in occupational therapy. Ensuring the debrief component meets student needs to develop their self-assessment skills for participating in a self-regulating profession is essential. This explanatory mixed-methods research sought to explore factors contributing to accurate and inaccurate…
Descriptors: Simulation, Occupational Therapy, Self Evaluation (Individuals), Performance
Outi Tiainen; Sonja Lutovac; Riitta-Liisa Korkeamäki – Educational Research, 2024
Background: During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences. Purpose: This case study from Finland sought to examine the development of…
Descriptors: Preservice Teacher Education, Preservice Teachers, Reflection, Foreign Countries
Burcu Turhan – Journal of Theoretical Educational Science, 2024
With the intent of facilitating the professional development of English-as-a-foreign language (EFL) teacher trainees, the impetus of this qualitative study is to evaluate the depth and breadth of teacher reflection using vignettes within an initial teacher education program. To this end, this study utilized the vignette technique to reveal 12 EFL…
Descriptors: Practicums, Vignettes, English (Second Language), Second Language Learning
Dyah Sunggingwati; Susilo Susilo – MEXTESOL Journal, 2025
Research has revealed that student teachers benefit from teaching practicum programs. The programs present the student teachers with myriad opportunities to negotiate and deconstruct their personal and practical knowledge with the help of teacher mentors and supervising faculty members. This study reports on a case study that examines the…
Descriptors: Student Teachers, Student Teaching, Practicums, Prior Learning
Hala Almutawa; Mai Alfahid – Language Teaching Research Quarterly, 2024
Reflective journal writing is recognized as a valuable tool for pre-service teachers to analyze their teaching experiences and foster professional growth. However, its effectiveness in EFL teacher education in Kuwait remains understudied. This study investigates how systematic reflective journal writing affects pre-service EFL teachers' practicum…
Descriptors: Student Journals, Journal Writing, Reflection, Preservice Teachers
Marios Koukounaras-Liagkis; Evdokia Karavas; Manolis Papaioannou – International Journal of Mentoring and Coaching in Education, 2024
Purpose: This paper presents the results of empirical research on the effects of teaching practice on student teachers' teaching competence and psycho-emotional development using the "most significant change" narrative investigative technique. Design/methodology/approach: Following a qualitative research approach, the study was conducted…
Descriptors: Teacher Competencies, Psychological Patterns, Emotional Development, Preservice Teachers
Paksuniemi, Merja; Keskitalo, Pigga; Frangou, Satu-Maarit; Körkkö, Minna – International Journal of Technology in Education and Science, 2021
In this article, we review teaching practice supervision methods using Microsoft Teams as a digital, dialogic, and reflective tool in the supervision of the pre-service teachers' teaching practicum. We applied qualitative thematic analysis to data from conversations and supervision discussions between 40 pre-service teachers and their supervisor…
Descriptors: Preservice Teachers, Preservice Teacher Education, Supervision, Practicums
Eleni Loizou; Elena Theodosiou – European Journal of Teacher Education, 2024
The goal of this study was to describe the experiences of fourth year Early Childhood Education (ECE) student teachers during their school practicum at the time of COVID-19 in Cyprus. Specifically, a group of 28 preschool student teachers was followed over the period of 13 weeks during their final practicum course. Through journaling they…
Descriptors: COVID-19, Pandemics, Practicums, Play
Julian L'Enfant – European Journal of Open, Distance and E-Learning, 2024
This study examines the role of artificial intelligence (AI) as a reflective coach in graduate ESL practicums, using Activity Theory to assess its impact on student-teachers' (STs) reflective practices. An exploratory case study of 26 graduate ESL STs was conducted, with data from AI interactions and post-reflection questionnaires analysed…
Descriptors: Artificial Intelligence, Reflection, Coaching (Performance), English (Second Language)
Sabine Weiss; Susanne Langenohl; Annika Braun; Clemens M. Schlegel; Ewald Kiel – European Journal of Teacher Education, 2024
The present study investigated how student teachers and mentor teachers in a one-school-year teacher practicum in Germany interacted in an 'egalitarian' way despite their experience-based gap in expertise, status and power. Our study is embedded in a participatory research context to involve the agents of change. The sample consisted of 57 student…
Descriptors: Foreign Countries, Student Teachers, Mentors, Interpersonal Relationship