بازشناسی راه‌های تقویت شایستگی کلیدی تامل دانشجو معلمان در محیط یادگیری کارورزی

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار تکنولوژی آموزشی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران. ایران

چکیده

پژوهش حاضر با هدف مرور و ترکیب نظام‌مند پژوهش‌های اجرا‌ شده در زمینه ارتقای تأمل بر تدریس با تمرکز بر روش‌ها و ابزار تکنولوژی تسهیل‌گر بحث تاملی، انجام شد. روش پژوهش مرور نظام‌مند بود و این مرور تحقیقات علمی پژوهشی در بازه زمانی ده سال گذشته(۲۰۱8-۲۰۰۸) را در برگرفت. با جستجو در پایگاه‌های مختلف و اعمال معیارهای دربرگیری، در نهایت ۲۶ مقاله واجد شرایط برای تحلیل شناسایی شدند و نتایج پژوهش در دو دسته کلی روش‌ها و ابزار تکنولوژی تسهیل‌گر سازمان‌دهی شدند. در دسته روش‌ها، دو نوع روش برای شناسایی موقعیت نامنسجم شامل ارائه و کمک به شناخت موقعیت نامنسجم شناسایی شد. روش‌های شناسایی‌ شده برای تعمیق بحث تأملی شامل روش‌‌های پرسیدن سؤال‌هایی برای هدایت تأمل، زیرسوال بردن ایده‌ها، فراهم آوردن نظرات متخصصان و ذی‌نفعان، برجسته‌سازی تعارض‌ها، ارائه‌ محرک‌های پرسش‌گری و پرسیدن سؤال‌هایی برای ارزشیابی تأمل بودند. برای شناخت تغییر هم دو دسته روش‌های گذشته‌نگر و آینده‌نگر شناسایی شد. برای ابزار تکنولوژی تسهیل‌گر پشتیبانی از ارتقای تأمل، چهار نوع ابزار شامل: 1- ابزار مربوط به مدیریت و مستندسازی داده‌ها، 2- ابزار ارائه و آماده‌سازی محتوای تأمل، 3- ابزار بازنمایی تأمل و مفاهیم مربوط به تأمل، و 4- ابزار اجتماعی تسهیل‌گر بحث‌های تأمل شناسایی شدند. یافته‌های پژوهش حاضر می‌تواند به اساتید دانشگاه به خصوص دانشگاه تربیت معلم کمک نماید تا با به‌کارگیری این روش‌ها، ارتقای تأمل دانشجویان را تسهیل نمایند

کلیدواژه‌ها


عنوان مقاله [English]

Improving the reflection levels of student teachers in practicum learning environments

نویسنده [English]

  • e a
Assistant Professor of Educational Technology, Faculty of Humanities, Tarbiat Modares University, Tehran. Iran.
چکیده [English]

The aim of this study was to review and synthesize the research in the field of supporting the improvement of reflection. A keyword search, followed by a filter using inclusion criteria, identified twenty-six peer-reviewed journal articles from the past ten years (2008-2018). Results categorized in the two major categories including the supporting methods and supportive technological tools. Identified supportive methods were introduced in three categories of recognizing the incoherent situation(presenting the incoherent situation, and exploring the incoherent situation), deepening the reflective discussions(guiding prompts, questioning the ideas, providing the different perspectives, highlighting the conflicts, questioning prompts, and evaluation prompts), and recognizing the change(retrospective and prospective methods). Supporting technological tools include documentary and data management tools, content delivering and preparing tools, and reflection producing tools. Applying these methods and tools, University teachers can improve their students’ level of reflection.

کلیدواژه‌ها [English]

  • Supporting methods
  • technological tools
  • reflection
  • reflection levels
  • facilitating reflection
  • reflection promotion
Al-Hassan, O., Al-Barakat, A., & Al-Hassan, Y.(2012). Pre-service teachers’ reflections during field experience. Journal of Education for Teaching, 38(4), 419–434. http://doi.org/10.1080/02607476.2012.707918
Aronson, L., Niehaus, B., Lindow, J., Robertson, P. A., & O’Sullivan, P. S.(2011). Development and pilot testing of a reflective learning guide for medical education. Medical Teacher, 33(10), 515–521. http://doi.org/10.3109/0142159X.2011.599894
Azimi, E., Hatami, J., Fradanesh, H., & Noorozi, O.(2018A). Barriers of implementing Lesson Study in practicum courses to improve the quality of reflection of student teachers. In Teacher education policy in Erurope(pp. 85–86). Porto: university of Minho. Retrieved from www.tepe2018.com
Azimi, E., Kuusisto, E., Tirri, K., & Hatami, J.(2018B). The quality of student teachers’ reflection on their practice through the use of guided reflective narrative method. In Teacher education policy in Erurope(pp. 84–85). university of Minho. Retrieved from www.tepe2018.com
Baker, P., Appleton, P., & Williams, R.(2017). An examination of the addition of video informed reflective practice to the active support toolkit. British Journal of Learning Disabilities, 45(3), 180–189. http://doi.org/10.1111/bld.12193
Boase-Jelinek, D., Parker, J., & Herrington, J.(2013). Student reflection and learning through peer reviews. Issues in Educational Research, 23(2 SPL), 119–131.
Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M.(1990). Anchored instruction: Why we need it and how technology can help. Cognition, Education, and Multimedia: Exploring Ideas in High Technology, 115–141.
Burhan-Horasanlı, E., & Ortaçtepe, D.(2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372–382. http://doi.org/10.1016/j.tate.2016.07.002
Chen, N. S., Kinshuk, Wei, C. W., & Liu, C. C.(2011). Effects of matching teaching strategy to thinking style on learner’s quality of reflection in an online learning environment. Computers and Education, 56(1), 53–64. http://doi.org/10.1016/j.compedu.2010.08.021
Chen, N. S., Wei, C. W., Wu, K. T., & Uden, L.(2009). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers and Education, 52(2), 283–291. http://doi.org/10.1016/j.compedu.2008.08.007
Ching, Y. H., Yang, D., Baek, Y. K., & Baldwin, S.(2016). Enhancing graduate students’ reflection in e-portfolios using the TPACK framework. Australasian Journal of Educational Technology, 32(5), 108–122. http://doi.org/10.14742/ajet.2830
Clarà, M.(2015). What Is Reflection? Looking for Clarity in an Ambiguous Notion. Journal of Teacher Education, 66(3), 261–271. http://doi.org/10.1177/0022487114552028
Dewey, J.(1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process Vol. 8. Lexington, MA: Heath.
Farrell, T. S. C.(2012). Reflecting on Reflective Practice:(Re)Visiting Dewey and Schön. TESOL Journal, 3(1), 7–16. http://doi.org/10.1002/tesj.10
Gelfuso, A.(2016). A framework for facilitating video-mediated reflection: Supporting preservice teachers as they create “warranted assertabilities” about literacy teaching and learning. Teaching and Teacher Education, 58, 68–79. http://doi.org/10.1016/j.tate.2016.04.003
Gelfuso, A., & Dennis, D.(n.d.). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection‏. Teaching and Teacher Education, 2014. Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X13001601
Gilroy, P.(1993). Reflections on schön: An epistemological critique and a practical alternative. Journal of Education for Teaching, 19(4), 125–142. http://doi.org/10.1080/0260747930190413
Granberg, C.(2010). Social software for reflective dialogue: Questions about reflection and dialogue in student teachers’ blogs. Technology, Pedagogy and Education, 19(3), 345–360. http://doi.org/10.1080/1475939X.2010.513766
Hannafin, M. J., Land, S., & Oliver, K. M. (1999). Open learning environments: Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional-design theories and models: Volume II(pp. 115–140). Mahwah: Lawrence Erlbaum.
Hatton, N., & Smith, D.(1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. http://doi.org/0742-051 X(94)00012-3
Herrington, J., & Oliver, R.(2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48.
Husu, J., Toom, A., & Patrikainen, S.(2008). Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. Reflective Practice, 9(1), 37–51. http://doi.org/10.1080/14623940701816642
Jonassen, D. H.(1999). Designing Constructivist Learning Environments. In C. M. Reigeluth(Ed.), Instructional design theories and models: A new paradigm of instructional theory, Volume II(pp. 215–239). Retrieved from https://books.google.com/books?hl=fa&lr=&id=FW9BA3c_VRkC&oi=fnd&pg=PT228&dq=jonassen+designing+construvtivist+learning+enviornment&ots=hr1y-xoEQV&sig=JnXEy-P30yh9a822UHSyesN28Ls
Jonassen, D. H., Howland, J., Moore, J., & Marra, R. M.(2003). Learning to solve problems with technology: A constructivist perspective. Columbus, OH: Merrill.
Killeavy, M., & Moloney, A.(2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26(4), 1070–1076. http://doi.org/10.1016/j.tate.2009.11.002
Kim, M. C., & Hannafin, M. J.(2011). Scaffolding problem solving in technology-enhanced learning environments(TELEs): Bridging research and theory with practice. Computers and Education, 56(2), 403–417. http://doi.org/10.1016/j.compedu.2010.08.024
Kirschner, P. A., Sweller, J., & Clark, R. E.(2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Kori, K., Pedaste, M., Leijen, Ä., & Mäeots, M.(2014). Supporting reflection in technology-enhanced learning. Educational Research Review, 11, 45–55. http://doi.org/10.1016/j.edurev.2013.11.003
Korthagen, F. A. J.(2016). Pedagogy of teacher education. In M. L. Loughran, J., & Hamilton(Ed.), International Handbook of Teacher Education(pp. 311–346). Springer Singapore.
korthagen, F. A. J.(2001). linking practice and theory: the pedagogy of realistic teacher education, paper presented at the annual meeting of the american educational research association, seattle.
la Velle, L.(2013). Masterliness in the teaching profession: Global issues and local developments. Journal of Education for Teaching, 39(1), 2–8. http://doi.org/10.1080/02607476.2012.733186
Ladyshewsky, R. K., & Gardner, P.(2008). Peer assisted learning and blogging: A strategy to promote reflective practice during clinical fieldwork. Australasian Journal of Educational Technology, 24(3), 241–257. http://doi.org/10.14742/ajet.1207
Landa, L. N.(1983). The Algo-Heuristic Theory Of Instruction. In C. M. Reigeluth(Ed.), Instructional-design Theories and Models: An overview of their current status(pp. 163–211). Routledge.
Landis, J. R., & Koch, G. G.(1977). The Measurement of Observer Agreement for Categorical Data. Biometrics, 33(1), 159–174. http://doi.org/10.2307/2529310
Leijen, Ä., Lam, I., Wildschut, L., Robert-Jan Simons, P., & Admiraal, W.(2009). Streaming video to enhance students’ reflection in dance education. Computers and Education, 52(1), 169–176. http://doi.org/10.1016/j.compedu.2008.07.010
Lin, X., Hmelo, C., Kinzer, C. K., & Secules, T. J.(1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), 43–62. http://doi.org/10.1007/BF02299633
Lui, M. H., Chien, W. T., Lee, I. F., Lam, L. W., & Lee, D. T.(2012). Promoting self-reflection in clinical practice among Chinese nursing undergraduates in Hong Kong. Contemporary Nurse, 41(2), 253–262. http://doi.org/10.5172/conu.2012.41.2.253
Marcosa, J. M., Sanchez, E., & Tillemab, H. H.(2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21–36. http://doi.org/10.1080/02607476.2011.538269
McNeill, H., Brown, J. M., & Shaw, N. J.(2010). First year specialist trainees’ engagement with reflective practice in the e-portfolio. Advances in Health Sciences Education, 15(4), 547–558. http://doi.org/10.1007/s10459-009-9217-8
Nguyen, Q. D., Fernandez, N., Karsenti, T., & Charlin, B. (2014). What is reflection? A conceptual analysis of major definitions and proposal of a five-component model. Medical Education 48(12):1176-1189.
Nagro, S. A., deBettencourt, L. U., Rosenberg, M. S., Carran, D. T., & Weiss, M. P.(2017). The effects of guided video analysis on teacher candidates’ reflective ability and instructional skills. Teacher Education and Special Education, 40(1), 7–25. http://doi.org/10.1177/0888406416680469
Newman, S.(1999). Constructing and critiquing reflective practice. Educational Action Research ISSN:, 7(1), 145–163. http://doi.org/10.1080/09650799900200081
Nguyen, Q. D., Fernandez, N., Karsenti, T., & Charlin, B.(2014). What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model. Medical Education, 48(12), 1176–1189. http://doi.org/10.1111/medu.12583
Orland-Barak, L., & Yinon, H.(2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23(6), 957–969. http://doi.org/10.1016/j.tate.2006.06.005
Peterson, B. J.(2007). peterson instructional design model for heuristics. Education. Indiana university.
Poldner, E., Van der Schaaf, M., Simons, P. R.-J., Van Tartwijk, J., & Wijngaards, G.(2014). Assessing student teachers’ reflective writing through quantitative content analysis. European Journal of Teacher Education, 37(3), 348–373. http://doi.org/10.1080/02619768.2014.892479
Quinton, S., & Smallbone, T.(2010). Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International, 47(1), 125–135. http://doi.org/10.1080/14703290903525911
Roberts, P., Maor, D., & Herrington, J.(2016). ePortfolio-based learning environments: Recommendations for effective scaffolding of reflective thinking in higher education. Educational Technology and Society, 19(4), 22–33.
Rowe, M.(2012). The use of assisted performance within an online social network to develop reflective reasoning in undergraduate physiotherapy students. Medical Teacher, 34(7), 469–476. http://doi.org/10.3109/0142159X.2012.668634
Schön, D. A.(1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schön, D. A.(1987). Jossey-Bass higher education series.Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Stockero, S. L.(2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373–394. http://doi.org/10.1007/s10857-008-9079-7
Stoszkowski, J., & Collins, D.(2017). Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice. Sport, Education and Society, 22(2), 247–270. http://doi.org/10.1080/13573322.2015.1019447
Sun, L.(2018). We all reflect, but why? A systematic review of the purposes of reflection in higher education in the social and behavioral sciences. Educational Research Review. http://doi.org/10.1016/j.edurev.2018.01.002
Svojanovsky, P.(2017). Supporting student teachers’ reflection as a paradigm shift process. Teaching and Teacher Education, 66, 338–348. http://doi.org/10.1016/j.tate.2017.05.001
Thompson Long, B., & Hall, T.(2015). R-NEST: Design-based research for technology-enhanced reflective practice in initial teacher education. Australasian Journal of Educational Technology, 31(5), 572–596. http://doi.org/10.14742/ajet.2535
Vallance, B. M.(2008). Using a Database Application to Support Reflective Practice. TechTrends, 52(6), 69–74. http://doi.org/10.1007/s11528-008-0221-2
Van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L.(2003). Taking the load off a learner’s mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5–13.
Wang, M., Yuan, B., Kirschner, P. A., Kushniruk, A. W., & Peng, J.(2018). Reflective learning with complex problems in a visualization-based learning environment with expert support. Computers in Human Behavior, 87, 406–415. http://doi.org/10.1016/j.chb.2018.01.025
Ward, J. R., & McCotter, S. S.(2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20(3), 243–257. http://doi.org/10.1016/j.tate.2004.02.004
Watts, M., & Lawson, M.(2009). Using a meta-analysis activity to make critical reflection explicit in teacher education. Teaching and Teacher Education, 25(5), 609–616. http://doi.org/10.1016/j.tate.2008.11.019
West, R. E., & Borup, J.(2014). An analysis of a decade of research in 10 instructional design and technology journals. British Journal of Educational Technology, 45(4), 545–556. http://doi.org/10.1111/bjet.12081
Whipp, J. L.(2003). Scaffolding Critical Reflection in Online Discussions. Journal of Teacher Education, 54(4), 321–333. http://doi.org/10.1177/0022487103255010
Wopereis, I. G. J. H., Sloep, P. B., & Poortman, S. H.(2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18(3), 245–261. http://doi.org/10.1080/10494820.2010.500530
Xie, Y., & Lin, S. Y.(2016). Tagclouds and group cognition: Effect of tagging support on students’ reflective learning in team blogs. British Journal of Educational Technology, 47(6), 1135–1150. http://doi.org/10.1111/bjet.12293
Yeh, Y. C.(2009). Integrating e-learning into the direct-instruction model to enhance the effectiveness of critical-thinking instruction. Instructional Science, 37(2), 185–203. http://doi.org/10.1007/s11251-007-9048-z
Yuen Lie Lim, L. A.(2011). A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instructional Science, 39(2), 171–188. http://doi.org/10.1007/s11251-009-9123-8