The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection
Document Type
Article
Publication Date
1-1-2018
Abstract
Student teachers’ reflective thinking is closely associated with learning and improving practice. Novice student teachers require adequate support to reflect more deeply. The role of ‘others’ in collective reflection and knowledge generation as an outcome creates a platform for deep reflection, addressing both the processes and premises of reflective thinking. Facilitation styles of practicum supervisors could influence the level of student teachers’ reflective thinking during collective reflection. This is a case study using purposeful sampling involving a Malaysian teacher training institution that conducted an undergraduate early childhood programme in collaboration with a UK university. Sources of evidence were interviews, direct observations and documents. Data collected were analysed using both inductive and deductive methods. It was found that facilitation styles influence the depth of student teachers’ reflective thinking during group dialogic reflection. A continuum of facilitation styles from collaborative to instructive typologies was constructed. The implications of these findings are discussed.
Keywords
Facilitation styles, group dialogic reflection, early childhood practicum, practicum supervisors and collective reflection
Divisions
Education
Publication Title
Reflective Practice
Volume
19
Issue
2
Publisher
Taylor & Francis