The winding road of student teaching
Addressing uncertainty with core reflection
Bibliographic Data
| ID | 21496773 |
|---|---|
| Authors | Thomas Browning (Wayne State College, corresponding author), Thomas D Browning (Wayne State College), Fred A J Korthagen (Utrecht University and the Institute for Professional Development, Utrecht, The Netherlands), Fred Korthagen (0000-0002-2037-4814, Utrecht University) |
| Year | 2023 |
| Volume | 46 |
| Issue | 4 |
| Pages | 621-638 |
| Publication date | 2023-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2021.1973421 |
| OpenAlex | W3197454092 |
| Language | EN |
| Citations received | 8 |
| References cited | 20 |
The period of student teaching often creates crisis experiences in student teachers and can have various negative effects, but it also offers opportunities for deep learning. This study focused on the types of struggles student teachers encounter and on the effects of coaching aimed at the promotion of core reflection. Core reflection is an approach focusing on the tension between people’s inner strengths and their inner obstacles, as a way to support growth. While previous research suggested that teachers were able to improve their classroom performance due in part to core reflection’s influence, no study before this one has directly explored how core reflection addressed uncertainty experienced by student teachers. Additionally, this study indicates core reflection may aid student teachers with finding a personal, authentic way of teaching – a process one may call a Hero’s Journey
Coaching · Mathematics education · Optics · Pedagogy · Physics · Political science · Student teacher · Student teaching · Teacher education · Teaching method · Collaborative Teaching and Inclusion · Computer Science · Neuroscience, Education and Cognitive Function · Psychology · Teacher Education and Leadership Studies
Navigating a pathway of professional learning
When AI Feedback Was Still in Its Infancy
‘Facilitating change from within’
Bildung encountering core reflection
Adaptation and validation of a questionnaire on teacher-student interaction in Ethiopian primary schools
The practicum in initial teacher education – enduring challenges, evolving practices and future research directions
Exploring knowledge construction of pre-service EFL teachers through online discussions of critical incidents
A Journey to a Pioneer
Linking Practice and Theory
From student to teacher
Perceived Problems of Beginning Teachers
Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge
Practice Makes Practice
Regarding uncertainty in teachers and teaching
Opening the black box of field experiences
Key educational experiences and self-discovery in higher education
Reconsidering research on teachers’ professional identity
The Impact of Enhancing Students' Social and Emotional Learning
Understanding "Core Practices" and "Practice-Based" Teacher Education
Teacher Learning in a Context of Educational Change
Core Pedagogy
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |