Encouraging Reflection and Critical Friendship in Preservice Teacher Education

Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activiti...

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Autores principales:	Branko Bognar, Irena Krumes
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2017
Materias:	action research critical friendship critical reflection reflection in teacher education reflection through online discussion Education (General) L7-991
Acceso en línea:	https://doaj.org/article/921bf6fc3bad49e9947339aa989b5380
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spelling	oai:doaj.org-article:921bf6fc3bad49e9947339aa989b53802021-11-23T16:15:08ZEncouraging Reflection and Critical Friendship in Preservice Teacher Education1855-97192232-2647https://doaj.org/article/921bf6fc3bad49e9947339aa989b53802017-09-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/289https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91%) think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers) should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices. Branko BognarIrena KrumesUniversity of Ljubljanaarticleaction researchcritical friendshipcritical reflectionreflection in teacher educationreflection through online discussionEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 7, Iss 3, Pp 87-112 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	action research critical friendship critical reflection reflection in teacher education reflection through online discussion Education (General) L7-991
spellingShingle	action research critical friendship critical reflection reflection in teacher education reflection through online discussion Education (General) L7-991 Branko Bognar Irena Krumes Encouraging Reflection and Critical Friendship in Preservice Teacher Education
description	Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91%) think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers) should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices.
format	article
author	Branko Bognar Irena Krumes
author_facet	Branko Bognar Irena Krumes
author_sort	Branko Bognar
title	Encouraging Reflection and Critical Friendship in Preservice Teacher Education
title_short	Encouraging Reflection and Critical Friendship in Preservice Teacher Education
title_full	Encouraging Reflection and Critical Friendship in Preservice Teacher Education
title_fullStr	Encouraging Reflection and Critical Friendship in Preservice Teacher Education
title_full_unstemmed	Encouraging Reflection and Critical Friendship in Preservice Teacher Education
title_sort	encouraging reflection and critical friendship in preservice teacher education
publisher	University of Ljubljana
publishDate	2017
url	https://doaj.org/article/921bf6fc3bad49e9947339aa989b5380
work_keys_str_mv	AT brankobognar encouragingreflectionandcriticalfriendshipinpreserviceteachereducation AT irenakrumes encouragingreflectionandcriticalfriendshipinpreserviceteachereducation
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Encouraging Reflection and Critical Friendship in Preservice Teacher Education

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