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A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

Göran Karlsson, Pernilla Nilsson
Copyright: © 2019 |Volume: 14 |Issue: 3 |Pages: 16
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781522564041|DOI: 10.4018/IJWLTT.2019070104
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MLA

Karlsson, Göran, and Pernilla Nilsson. "A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice." IJWLTT vol.14, no.3 2019: pp.39-54. http://doi.org/10.4018/IJWLTT.2019070104

APA

Karlsson, G. & Nilsson, P. (2019). A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 14(3), 39-54. http://doi.org/10.4018/IJWLTT.2019070104

Chicago

Karlsson, Göran, and Pernilla Nilsson. "A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 14, no.3: 39-54. http://doi.org/10.4018/IJWLTT.2019070104

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Abstract

Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.

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