1. Dipòsit Digital de la Universitat de Barcelona
  2. Recerca
  3. Cognició, Desenvolupament i Psicologia de l'Educació
  4. Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/154263
Full metadata record
DC FieldValueLanguage
dc.contributor.authorClarà Garangou, Marc-
dc.contributor.authorMauri, Teresa-
dc.contributor.authorColomina, Rosa-
dc.contributor.authorOnrubia Goñi, Javier-
dc.date.accessioned2020-03-27T15:35:01Z-
dc.date.available2020-08-06T05:10:28Z-
dc.date.issued2019-02-06-
dc.identifier.issn0261-9768-
dc.identifier.urihttp://hdl.handle.net/2445/154263-
dc.description.abstractThe 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.extent17 p.-
dc.format.mimetypeapplication/pdf-
dc.language.isoeng-
dc.publisherCarfax Publishing Company-
dc.relation.isformatofVersió postprint del document publicat a: https://doi.org/10.1080/02619768.2019.1576626-
dc.relation.ispartofEuropean Journal Of Teacher Education, 2019, vol. 42, num. 2, p. 175-191-
dc.relation.urihttps://doi.org/10.1080/02619768.2019.1576626-
dc.rights(c) Carfax Publishing Company, 2019-
dc.sourceArticles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)-
dc.subject.classificationFormació del professorat-
dc.subject.classificationEnsenyament reflexiu-
dc.subject.otherTeacher training-
dc.subject.otherReflective teaching-
dc.titleSupporting collaborative reflection in teacher education: a case study-
dc.typeinfo:eu-repo/semantics/article-
dc.typeinfo:eu-repo/semantics/acceptedVersion-
dc.identifier.idgrec685994-
dc.date.updated2020-03-27T15:35:01Z-
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess-
Appears in Collections:Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

Files in This Item:
File Description SizeFormat 
685994.pdf1.45 MBAdobe PDFView/Open
Show simple item record


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.