PRE-SERVICE TEACHERS’ RESISTANCE PRACTICES TO REFLECTION
ABSTRACT. Educational preparation programs emphasize the importance of reflection in order to learn and promote preservice students’ teaching. In the current research, five first year pre-service students who participated in a collective reflective discourse, in a small group in one of the e...
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| Format: | Article |
| Language: | English |
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Studia Universitatis Babes-Bolyai
2019-12-01
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| Series: | Studia Universitatis Babeş-Bolyai. Psychologia-Paedagogia |
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| Online Access: | https://studiapsypaed.com/wp-content/uploads/2021/09/2-2019-2.pdf |
| Summary: | ABSTRACT. Educational preparation programs emphasize the importance
of reflection in order to learn and promote preservice students’ teaching.
In the current research, five first year pre-service students who
participated in a collective reflective discourse, in a small group in one of
the educational colleges in Israel, expressed solid resistance to reflection.
The aim of the research was to expose these resistance practices.
The research question is: What resistance practices to reflection
are used by primary school pre-service teachers (PST) at the beginning
of the first preparation year?
The research findings showed that the pre-service teachers (PST)
used the following resistance practices in order to express their
resistance to reflection: discursive practices of negative sentences,
using examples from their previous experience to reflection as useless
and accusing the pedagogical instructor; behavioral practices of their
discourse manner and types of laughter.
This article will start with a literature review on: reflection in
teachers’ education, and pre-service teachers’ resistance practices. Next,
there will be a description of the collective reflective discourse in a small
group, followed by qualitative content analysis and findings. Finally,
conclusions will be added and discussed. |
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| ISSN: | 1221-8111 2065-9431 |