Strategies to promote generative reflection in practicum tutorials in teacher training: The representations of tutors and practicum students

ABSTRACT

This paper investigates the social representations (SR) of tutors and preservice teachers regarding pedagogical strategies that promote generative reflection in practicum tutorials during initial teacher training. Using a qualitative approach, individual and group interviews were conducted with tutors and preservice teachers on video recordings of classes given by the preservice teachers and tutorial sessions. The analysis was inspired by Grounded Theory. The findings reveal that the tutors favour constructivist strategies, but guided strategies are predominant in their training practices, based on their role as experts, which is consistent with the demands of preservice teachers regarding this role. These results conflict with the literature in the area, which points to constructivist strategies as promoting reflective generative practice.

KEYWORDS:

• Reflective practice
• generative reflection
• teacher education programmes practicum tutorials
• teaching strategies
• preservice teacher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Students of basic pedagogy in their penultimate practicum, before entering professional service.

2. University lecturers that guide the practicums of pedagogy students.

3. A formative meeting between the practicum student and the university lecturer guiding the practicum.

4. The penultimate practicum or pre-service usually takes place one year or one semester after the end of the ITT. It usually has a pedagogical focus, while the professional practice, which takes place at the end of the training process, usually has a disciplinary and didactic focus.

5. Programme A: traditional public university, prestigious, large, specialised in ITT, providing specific and transversal courses on reflection.Programme B: private university, prestigious, specialised in social sciences, smaller size and less experience, has cross-cutting reflective training.

Additional information

Funding

This work was supported by the Fondo Nacional de Desarrollo Científico y Tecnológico [11180352].

Notes on contributors

Andrea Ruffinelli

Andrea Ruffinelli is a PhD in Education from the Pontificia Universidad Católica de Chile, Faculty of Education, Santiago, Chile. Assistant Professor, Faculty of Education, Universidad Alberto Hurtado, Santiago, Chile. She develops research on training topics for reflective teachers, particularly in the lines of practice, and initiation of beginning teachers.

Carolina Álvarez Valdés

Carolina Álvarez Valdés is a professor of History and Geography at the University of Chile, Chile. She received his Master’s degree in Social Sciences, mention sociology of modernization by the University of Chile, Chile. She is a student of the Doctoral Program in Education from the Alberto Hurtado- Diego Portales Universities, Chile, where she investigates the experience of students benefiting from the free policy in universities of high prestige in Chile.

Macarena Salas Aguayo

Macarena Salas Aguayo holds a Bachelor’s Degree in Hispanic Language and Literature with a specialization in Linguistics, awarded by the Universidad de Chile. She is a Secondary Education Spanish Teacher and holds a Master’s Degree in Education awarded by the Pontificia Universidad Católica de Chile. She is currently a student in the Doctoral Program in Education offered by the Pontificia Universidad Católica de Chile. Her lines of research include mentoring, novice teacher induction systems, professional development programs for teachers, and teacher discourse analysis.