The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection

References

• Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136–151. doi:10.1080/13540602.2013.848568
   Web of Science ®Google Scholar
• Bolton, G. (2014). Reflective practice: Writing and professional development. London: SAGE Publications Ltd.
   Google Scholar
• Boud, D. (2010). Relocating reflection in the context of practice. In M. Z. Helen Bradbury, N. Frost, & S. Kilminster (Ed.), Beyond reflective practice: New approaches to professional life long learning (pp. 25–36). Oxon, UK: Routledge.
   Google Scholar
• Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. Reflection: Turning experience into learning. London: Kogan Page.
   Google Scholar
• Brockbank, A., & McGill, I. (2007). Facilitating reflective learning in higher education. Berkshire: Open University Press.
   Google Scholar
• Collin, S., & Karsenti, T. (2011). The collective dimension of reflective practice: The how and why. Reflective Practice, 12(4), 569–581. doi:10.1080/14623943.2011.590346
   Google Scholar
• Cressey, P., & Boud, D. (2006). The emergence of productive reflection. In P. Boud, D. Cressey, & P. Docherty (Ed.), Productive reflection at work: Learning for changing organizations (pp. 11–26). London: Routledge.
   Google Scholar
• Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314.10.1177/0022487105285962
   Web of Science ®Google Scholar
• Dewey, J. (1910). How we think. Boston: D.C. Heath & Co. doi:10.1037/10903-000
   Google Scholar
• DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington: Solution Tree Press.
   Google Scholar
• Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2012). Promoting reflection in teacher preparation programs a multilevel model. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 35(1), 7–26.10.1177/0888406411420887
   Google Scholar
• Finlay, L. (2008). Reflecting on “reflective practice”. Practice-Based Professional Learning Centre, The Open University, PBPL paper, ( January), 1–27. Retrieved from http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/4bf2b48887459.pdf
   Google Scholar
• Firestone, W. (1987). Meaning in method: The rhetoric of quantitative and qualitative research. Educational Researcher, 16(7), 16–21. Retrieved from http://www.elps.vt.edu/janosik/Firestone.pdf10.3102/0013189X016007016
   Google Scholar
• Freire, P. (1970/2005). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York, NY: Continuum.
   Google Scholar
• Gibson, N., & Purdy, K. (2012). Reflect-select-defend: A model for student teacher reflection. Critical and Reflective Practice in Education, 3, 14–30. Retrieved from http://www.marjon.ac.uk/research/criticalandreflectivepracticeineducation/volume3/Gibson&PurdyCRPEvol3pdf
   Google Scholar
• Gladding, S. T. (2012). Counseling: A comprehensive profession (7th ed.). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Gornall, S., & Burn, M. (2013). Coaching and learning in schools: A practical guide. London: SAGE Publications Ltd.
   Google Scholar
• Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49.10.1016/0742-051X(94)00012-U
   Web of Science ®Google Scholar
• Hayden, H. E., Moore-Russo, D., & Marino, M. R. (2013). One teacher’s reflective journey and the evolution of a lesson: Systematic reflection as a catalyst for adaptive expertise. Reflective Practice, 14(1), 144–156. doi:10.1080/14623943.2012.732950
   Google Scholar
• Hu, C. (2004). Student teachers’ talk during teaching practice: Impact and implications. In AARE international education research conference, 2005. Sydney: Australian Association for Research in Education. Retrieved from publications.aare.edu.au/05pap/hu05740.pdf
   Google Scholar
• Husu, J., Toom, A., & Patrikainen, S. (2006). Guided reflection-promoting ways to advance reflective thinking in teaching. In Paper presented at the European Conference on Educational Research, 13-15 September 2006, Geneva: University of Geneva.
   Google Scholar
• Johnston, L. H., & Milne, D. L. (2012). How do supervisee’s learn during supervision? A Grounded Theory study of the perceived developmental process. The Cognitive Behaviour Therapist, 5( March 2012), 1–23. doi:10.1017/S1754470X12000013
   Google Scholar
• Jones, J. L., & Jones, K. A. (2013). Teaching reflective practice: Implementation in the teacher-education setting. The Teacher Educator, 48(1), 73–85. doi:10.1080/08878730.2012.740153
   Google Scholar
• Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041.10.1016/j.tate.2006.04.022
   Web of Science ®Google Scholar
• Kuh, L. P. (2012). Promoting communities of practice and parallel process in early childhood settings. Journal of Early Childhood Teacher Education, 33(1), 19–37.doi:10.1080/10901027.2011.650787
   Google Scholar
• LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. New York, NY: Teachers College Press.
   Google Scholar
• Larrivee, B. (2006). An educator’s guide to teacher reflection. (M. C. James, Ed.). New York, NY: Cengage Learning.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. London: Cambridge University Press. doi:10.2307/2804509
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: SAGE Publications.
   Google Scholar
• Lincoln, Y., & Guba, E. G. (2013). The constructivist credo. California: Left Coast Press.
   Google Scholar
• Lloyd, S. L., & LaFramboise, K. B. R. (2005). Examining a framework of dialogue e-mails and inquiry into practice to scaffold reflective practice in preservice teachers during their early field experience. United States – Florida: University of South Florida. Retrieved from http://search.proquest.com/docview/305423681?accountid=50955
   Google Scholar
• Lord, P., Atkinson, M., & Mitchell, H. (2008). Mentoring and coaching for professionals: A study of the research evidence. Variations, 1, 4. Retrieved from http://www.canterbury.ac.uk/education/tf-mentors/ProfessionalDev/MentorsLibrary/Research/documents/NFER2008.pdf
   Google Scholar
• Loughran, J. (1999). Researching teaching: Methodologies and practices for understanding pedagogy. London: Falmer Press.
   Google Scholar
• Masson, R. L., Jacobs, E. E., Harvil, R. L., & Schimmel, C. J. (2012). Group counselling: Interventions and techniques (7th ed.). Brooks/Cole: Cengage Learning.
   Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey Bass.
   Google Scholar
• Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning “how critical reflection triggers transformative learning”.
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. California: Sage.
   Google Scholar
• Miller, C., & Cable, L. (2011). Professionalization, leadership and management in the early years. London: SAGE Publications.10.4135/9781446288795
   Google Scholar
• Nelson, F. L., & Sadler, T. (2013). A third space for reflection by teacher educators: A heuristic for understanding orientations to and components of reflection. Reflective Practice, 14(1), 43–57. doi:10.1080/14623943.2012.732946
   Google Scholar
• Noble, K. (2007). Communities of practice: Innovation in early childhood education and care teacher and practitioner preparation. The International Journal of Learning, 14(9), 133–138. Retrieved from http://eprints.usq.edu.au/4980/
   Google Scholar
• Nolan, A. (2008). Encouraging the reflection process in undergraduate teachers using guided reflection. Australian Journal of Early Childhood, 33(1), 31–36.
   Web of Science ®Google Scholar
• Nolan, A., & Sim, J. (2011). Exploring and evaluating levels of reflection in pre-service early childhood teachers. Australasian Journal of Early Childhood, 36(3), 122–130.
   Google Scholar
• Ohlsson, J. (2013). Team learning: Collective reflection processes in teacher teams. Journal of Workplace Learning, 25(5), 296–309.10.1108/JWL-Feb-2012-0011
   Google Scholar
• Ortlipp, M. (2003). The risk of voice in practicum assessment. Asia-Pacific Journal of Teacher Education, 31(3), 225–237. doi:10.1080/0955236032000149364
   Google Scholar
• Osterman, K. F., & Kottkamp, R. B. (2004). ReflECTIVE PRACTICE FOR EDUCATORS. Thousand Oaks, CA: Corwin.
   Google Scholar
• Palomo, M., Beinart, H., & Cooper, M. J. (2010). Development and validation of the Supervisory Relationship Questionnaire (SRQ) in UK trainee clinical psychologists. The British Journal of Clinical Psychology / the British Psychological Society, 49( June), 131–149. doi:10.1348/014466509X441033
   PubMed Web of Science ®Google Scholar
• Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: SAGE Publications, Inc.
   Google Scholar
• Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189–1208.
   PubMed Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Pehrson, K. L., Panos, P. T., Larson, K. L., & Cox, S. E. (2009). Enhancement of the social work field practicum student-supervisor relationship: Utilizing communication styles. The Journal of Practice Teaching and Learning, 9(2), 72–92. doi:10.1921/146066910X518111
   Google Scholar
• Pultorak, E., & Association of Teacher Educators. (2010). The purposes, practices, and professionalism of teacher reflectivity: Insights for Twenty-First-Century teachers and students. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Raban, B., Nolan, A., Waniganayake, M., Ure, C., Brown, R., & Deans, J. (2007). Building capacity: Strategic professional development for early childhood practitioners. Melbourne: Thomson Social Science Press.
   Google Scholar
• Rantatalo, O., & Karp, S. (2016). Collective reflection in practice: An ethnographic study of Swedish police training. Reflective Practice, 17(1), 708–723. doi:10.1080/14623943.2016.1206881
   Google Scholar
• Reiman, A. J. (1999). The evolution of the social roletaking and guided reflection framework in teacher education: Recent theory and quantitative synthesis of research. Teacher and Teacher Education, 15(6), 597–612.
   Web of Science ®Google Scholar
• Roskos- Vukelich, C., & Risko, V. K. (2001). Reflection and learning to teach reading: A critical review of literacy and general teacher education studies. Journal of Literacy Research, 33(4), 595–635.10.1080/10862960109548127
   Web of Science ®Google Scholar
• Scaife, J. (2010). Supervising the reflective practitioner. Hove: Routledge.
   Google Scholar
• Schon, D. (1987). Educatating the reflective practitioner: Toward a new desgin for teaching and learning in the professions. San Francisco: Jossey-Bass.
   Google Scholar
• Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books Inc.
   Google Scholar
• Shulman, L. S., & Shulman, J. H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257–271.10.1080/0022027032000148298
   Web of Science ®Google Scholar
• Silverman, D. (2011). Interpreting qualitative data: A guide to the principles of qualitative research (4th ed.). London: SAGE Publications Ltd.
   Google Scholar
• Stegman, S. F. (2007). An exploration of reflective dialogue between student teachers in music and their cooperating teachers. Journal of Research in Music Education, 55(1), 65–82.10.1177/002242940705500106
   Web of Science ®Google Scholar
• Stenberg, K., Rajala, A., & Hilppo, J. (2016). Fostering theory–practice reflection in teaching practicums. Asia-Pacific Journal of Teacher Education, 44(5), 470–485. doi:10.1080/1359866x.2015.1136406
   Web of Science ®Google Scholar
• Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311–325. doi:10.1080/14623943.2012.657795
   Google Scholar
• Toom, A., Husu, J., & Patrikainen, S. (2014). Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 38(3), 320–340. doi:10.1080/02619768.2014.943731
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Campbridge, MA: Harvard University Press.
   Google Scholar
• Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet Psychology (pp. 144–188). Armonk, NY: Sharpe.
   Google Scholar
• Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20(3), 243–257.10.1016/j.tate.2004.02.004
   Web of Science ®Google Scholar
• Wells, G. (1991). Dialogic inquiry in education: Building on the legacy of vygotsky. In P. Lee & C. D. Smagorinsky (Eds.), Vygotskian perspectives on literacy research (pp. 51–85). New York, NY: Cambridge University Press.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511803932
   Google Scholar
• Yelland, N. J., & Kilderry, A. (2005). Against the tide: New ways in early childhood education. In N. J. Yelland (Ed.), Critical issues in early childhood education (pp. 1–13). Buckingham, UK: OUP.
   Google Scholar
• Yin, R. (2009). Case study research: Design and methods (4th ed.). California: SAGE Publications.
   Google Scholar
• Young, A.-M., & MacPhail, A. (2016). Cultivating relationships with school placement stakeholders: The perspective of the cooperating teacher. European Journal of Teacher Education, 9768( May), 1–15.doi:10.1080/02619768.2016.1187595
   Google Scholar
• Zeichner, K. M. (1987). Preparing reflective teachers: An overviewof instructional strategies which have been employed inpreservice teacher education. International Journal ofEducational Research, 11(5), 565–576.
   Google Scholar