Enhancing Pre-service Teachers’ Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences

References

• Admiraal, W. (2014). Meaningful learning from practice: Web-based video in professional preparation programmes in university. Technology, Pedagogy and Education, 23(4), 491–506. doi: 10.1080/1475939X.2013.813403.
   Web of Science ®Google Scholar
• Bales, B. L. (2006). Teacher education policies in the United States: The accountability shift since 1980. Teaching and Teacher Education, 22(4), 395–407. doi: 10.1016/j.tate.2005.11.009.
   Web of Science ®Google Scholar
• Beisiegel, M., Mitchell, R., & Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69–89. doi: 10.1177/0022487117705
   Web of Science ®Google Scholar
• Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90–114. Retrieved from http://journal-for-educational-research-online.com/index.php/jero/article/download/340/162
   Google Scholar
• Borich, G. D. (2010). Observation skills for effective teaching (6th ed.). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Borko, H., Liston, D., & Whitcomb, J. A. (2006). A conversation of many voices: Critiques and visions of teacher education. Journal of Teacher Education, 57(3), 1–6. doi: 10.1177/0022487106287978.
   Web of Science ®Google Scholar
• Burhan-Horasanli, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372–382. doi: 10.1016/j.tate.2016.07.002.
   Web of Science ®Google Scholar
• Camacho Rico, D. Z., Durán Becerra, L., Albarracin Trujillo, J. C., Arciniegas Vera, M. V., Martínez Cáceres, M., & Cote Parra, G. E. (2012). How can a process of reflection enhance teacher-trainees’ practicum experience? HOW, A Colombian Journal for Teachers of English, 19(1), 48–60. Retrieved from https://howjournalcolombia.org/index.php/how/article/download/37/37
   Google Scholar
• Charteris, J., & Smardon, D. (2013). Second look-second think: A fresh look at video to support dialogic feedback in peer coaching. Professional Development in Education, 39(2), 168–185. doi: 10.1080/19415257.2012.753931.
   Google Scholar
• Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Costa, A. L., & Garmston, R., (1985). Supervision for intelligent teaching. Educational Leadership, 4(5), 70–80. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198502_costa.pdf
   Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Cunniff, D., & Naffziger, L. (2012). Using web-cams and online enhancements to provide feedback to teachers and students using remote access technology. Paper presented at the 2nd Annual International Conference on Education & e-Learning (EeL 2012). doi: 10.5176/2251-1814_EeL12.43.
   Google Scholar
• Cuthrell, K., Steadman, S. C., Stapleton, J., & Hodge, E. (2016). Developing expertise: Using video to hone teacher candidates’ classroom observation skills. The New Educator, 12(1), 5–27. doi: 10.1080/1547688X.2015.1113349
   Google Scholar
• Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Retrieved from Center for American Progress website http://www.americanprogress.org/issues/education/report/2010/10/19/8502/evaluating-teacher-effectiveness/
   Google Scholar
• Dewey, J. (1904). The relation of theory to practice in education. In C. A. McMurry (Ed.), The relation of theory to practice in the education of teachers (Third Yearbook of the National Society for the Scientific Study of Education, Part I, pp. 9–21). Bloomington, IL: Public School Publishing. Retrieved from https://archive.org/download/relationoftheory00dewe/relationoftheory00dewe.pdf
   Google Scholar
• Dewey, J. (1933). How we think: A restatement of the relations of reflective thinking to the educative process. Boston, MA: D.C. Heath & Co.
   Google Scholar
• Dewey, J. (1938/1997). Experience and education. New York, NY: Touchstone.
   Google Scholar
• Goldman, R. (2007). Video representations and the perspectivity framework: Epistemology, ethnography, evaluation, and ethics. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 383–395). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.
   Web of Science ®Google Scholar
• Grushka, K., McLeod, J. H., & Reynolds, R. (2005). Reflecting upon reflection: Theory and practice in one Australian university teacher education program. Reflective Practice, 6(2), 239–246. doi: 10.1080/14623940500106187.
   Google Scholar
• Gurl, T. J., Caraballo, L., Grey, L., Gunn, J. H., Gerwin, D., & Bembenutty, H. (2016). Policy, professionalization, privatization, and performance assessment: Affordances and constraints for teacher education programs. Charm, Switzerland: Springer. doi: 10.1007/978-3-319-29146-8.
   Google Scholar
• Hixon, E., & So, H. J. (2009). Technology’s role in field experiences for preservice teacher training. Educational Technology & Society, 12(4), 294–304. Retrieved from https://www.j-ets.net/ETS/journals/12_4/25.pdf
   Web of Science ®Google Scholar
• Imig, D. (1997). Professionalization and dispersal: A case study of American teacher education. Peabody Journal of Education, 72(1), 25–34. Retrieved from https://www.jstor.org/stable/1493259
   Google Scholar
• Ineson, G., Voutsina, C., Fielding, H., Barber, P., & Rowland, T. (2015). Deconstructing ‘good practice’ teaching videos: an analysis of pre-service teachers’ reflections. Mathematics Teacher Education and Development, 17(2), 45–63. Retrieved from https://mted.merga.net.au/index.php/mted/article/download/259/237
   Google Scholar
• Ixer, G. (1999). There’s no such thing as reflection. British Journal of Social Work, 29(4), 513–527. Retrieved from http://www.jstor.org/stable/23714983 doi: 10.1093/bjsw/29.4.513
   Web of Science ®Google Scholar
• Jaeger, E. L., (2013). Teacher reflection: Supports, barriers, and results. Issues in Teacher Education, 22(1), 89–104. Retrieved from https://www.itejournal.org/back-issues/spring-2013/13jaeger.pdf
   Google Scholar
• Kent, A. M., & Simpson, J. L. (2010). Interactive videoconferencing: Connecting theory to practice for preservice teachers. Journal of Digital Learning in Teacher Education, 27(1), 12–21.
   Google Scholar
• Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13–23. doi: 10.1016/j.tate.2013.02.002.
   Web of Science ®Google Scholar
• LaBoskey, V. K. (1994). Development of Reflective Practice. A Study of Preservice Teachers. New York, NY: Teachers College Press.
   Google Scholar
• Maaranen, K., & Stenberg, K. (2017). Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice, 18(5), 699–712. doi: 10.1080/14623943.2017.1323729.
   Web of Science ®Google Scholar
• Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18(3), 403–417. doi: 10.1080/13664530.2014.938106.
   Google Scholar
• McNay, M. (2009, January 8). George Brecht: A teasing artist of the surreal and founder member of the versatile Fluxus group. The Guardian. Retrieved from https://www.theguardian.com/artanddesign/2009/jan/09/obituary-george-brecht
   Google Scholar
• Mena Marcos, J. J., Sánchez Miguel, E., & Tillema, H. (2009). Teacher reflection on action: What is said (in research) and what is done (in teaching). Reflective Practice, 10(2), 191–204. doi: 10.1080/146239.40902786206.
   Google Scholar
• Mitchell, N., Marsh, B., Hobson, A. J., & Sorensen, P. (2010). ‘Bringing theory to life’: Findings from an evaluation of the use of interactive video within an initial teacher preparation programme. Teacher Development, 14(1), 15–27. doi: 10.1080/13664531003696543.
   Google Scholar
• Munby, H., & Russell, T. (1989). Educating the reflective teacher: An essay review of two books by Donald Schön. Journal of Curriculum Studies, 21(1), 71–80. doi: 10.1080/0022027890210106.
   Web of Science ®Google Scholar
• Peterson, B. R. (2016). The development of a disposition for reflective practice. In A. G. Welch & S. Areepattamannil (Eds.), Dispositions in teacher education: A global perspective. Rotterdam, Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-552-4_1.
   Google Scholar
• Peterson, P. L., & Clark, C. M. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 10). New York, NY: MacMillan.
   Google Scholar
• Popkewitz, T. S. (1994). Professionalization in teaching and teacher education: Some notes on its history, ideology, and potential. Teaching and Teacher Education, 10(1), 1–14. doi: 10.1016/0742-051X(94)90036-1.
   Web of Science ®Google Scholar
• Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. doi: 10.3102/0013189X029001004.
   Google Scholar
• Rahmani, F., & Leifels, K. (2018). Abductive grounded theory: A worked example of a study in construction management. Construction Management and Economics, 36(10), 565–583. doi: 10.1080/01446193.2018.1449954.
   Web of Science ®Google Scholar
• Richardson, R., & Kramer, E. H. (2006). Abduction as the type of inference that characterizes the development of a grounded theory. Qualitative Research, 6(4), 497–513. doi: 10.1177/1468794106068019.
   Google Scholar
• Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Russell, T. (2005). Can reflective practice be taught? Reflective Practice, 6(2), 199–204. doi: 10.1080/14623940500105833.
   Google Scholar
• Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28(1), 63–88. doi: 10.2307/1162879.
   Web of Science ®Google Scholar
• Saldaña, J. (2013). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140. doi: 10.1007/s10857-007-9029-9.
   Google Scholar
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
   Google Scholar
• Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Josey-Bass Publishers.
   Google Scholar
• Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56–65. doi: 10.1016/j.tate.2013.03.004.
   Web of Science ®Google Scholar
• Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259–267. doi: 10.1016/j.tate.2010.08.009.
   Web of Science ®Google Scholar
• Sexton, S. S., & Williamson-Leadley, S. (2017). Promoting reflexive thinking and adaptive expertise through video capturing to challenge postgraduate primary student teachers to think, know, feel, and act like a teacher. Science Education International, 28(2), 172–179. Retrieved from http://www.icaseonline.net/sei/june2017/SEI_a11_OA.pdf
   Google Scholar
• Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37. doi: 10.1177/0022487108328155.
   Web of Science ®Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
   Web of Science ®Google Scholar
• Sonmez, D., & Hakverdi-Can, M. (2012). Videos as an instructional tool in pre-service science teacher education. Eurasian Journal of Educational Research, 46, 141–158. Retrieved from http://www.ejer.com.tr/index.php?git=22&kategori=93&makale=782
   Google Scholar
• Star, J. R., & Strickland, S. K. (2008). Learning to observe: using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125. doi: 10.1007/s10857-007-9063-7
   Google Scholar
• Tangney, B., FitzGibbon, A., Savage, T., Mehan, S., & Holmes, B. (2001). Communal Constructivism: Students constructing learning for as well as with others. In J. Price, D. Willis, N. Davis, & J. Willis (Eds.), Proceedings of SITE 2001: Society for Information Technology & Teacher Education International Conference (pp. 3114–3119). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/17346/.
   Google Scholar
• Thorsen, C. A., & DeVore, S. (2013). Analyzing reflection on/for action: A new approach. Reflective Practice, 14(1), 88–103. doi: 10.1080/14623943.2012.732948
   Google Scholar
• Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. doi: 10.1016/j.tate.2012.01.011.
   Web of Science ®Google Scholar
• Urzúa, A., & Vásquez, C. (2008). Reflection and professional identity in teachers’ future-oriented discourse. Teaching and Teacher Education, 24(7), 1935–1946. doi: 10.1016/j.tate.2008.04.008.
   Web of Science ®Google Scholar
• Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228. doi: 10.2307/1179579.
   Web of Science ®Google Scholar
• Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23–48.
   Web of Science ®Google Scholar
• Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454–462. doi: 10.1016/j.tate.2010.09.015.
   Web of Science ®Google Scholar