dc.contributor.author
Clarà Garangou, Marc
dc.contributor.author
Mauri, Teresa
dc.contributor.author
Colomina, Rosa
dc.contributor.author
Onrubia Goñi, Javier
dc.date.issued
2020-03-27T15:35:01Z
dc.date.issued
2020-08-06T05:10:28Z
dc.date.issued
2019-02-06
dc.date.issued
2020-03-27T15:35:01Z
dc.identifier
https://hdl.handle.net/2445/154263
dc.description.abstract
The aim of this paper is to understand how certain educationalsupports promote preservice teachers'learning to reflect in col-laborative settings. To address this issue, we present a case studyon collaborative reflection among 14 preservice teachers and oneteacher educator over the course offive weekly consecutivesessions. The results suggest that collaborative reflection can besupported by organizing the process according to a twofolddynamic: from analysis to synthesis, and from open facilitationto directive facilitation. Six different types of assistance related tothis dynamic, and provided by the teacher educator, are identi-fied and qualitatively described: framing, oppositional voice,counterpoising alternatives, asking for the dilemma, problematiz-ing, and modelling
dc.format
application/pdf
dc.publisher
Carfax Publishing Company
dc.relation
Versió postprint del document publicat a: https://doi.org/10.1080/02619768.2019.1576626
dc.relation
European Journal Of Teacher Education, 2019, vol. 42, num. 2, p. 175-191
dc.relation
https://doi.org/10.1080/02619768.2019.1576626
dc.rights
(c) Carfax Publishing Company, 2019
dc.rights
info:eu-repo/semantics/openAccess
dc.source
Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
dc.subject
Formació del professorat
dc.subject
Ensenyament reflexiu
dc.subject
Teacher training
dc.subject
Reflective teaching
dc.title
Supporting collaborative reflection in teacher education: a case study
dc.type
info:eu-repo/semantics/article
dc.type
info:eu-repo/semantics/acceptedVersion
