Videopaper and teacher education Student teachers create ...

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APPENDIX
Table 1. The model of reflection used in the study, based on the work of Hatton & Smith
(1995) and Kreber & Cranton (2000).
Types of
reflection
Descriptive
reflection-
Content
reflection
Dialogical
reflection-
Process
reflection
Critical-
Premise
reflection
Description-Indicators of reflection Types of knowledge associated
Consideration of teaching practice-awareness of possible
problems associated with practice. The teacher gives
explanations about the events occurring, without
questioning the assumptions upon which the problem is
based on.
Questions for a teacher to ask when engaging with
descriptive/content reflection:
‘What instructional strategies do I use?’, ‘What do I
know about how students learn?’, and ‘What are the
goals of my teaching?
Observing one’s teaching closely (alone or with
someone else) and exploring diverse ways in solving a
problem. ‘It Demonstrates a "stepping back" from the
events/ actions leading to a different level of mulling
about, discourse with self and exploring the experience,
events, and actions using qualities of judgements and
possible alternatives for explaining and hypothesising.
Such reflection is analytical or/and integrative of factors
and perspectives and may recognise inconsistencies in
attempting to provide rationales and critique’ (Hatton &
Smith, pp. 48-49).
Questions to ask when engaging with dialogic/process
reflection:
‘How did I do? Where my material, methods and lesson
plan effective?’, ‘Was I successful in facilitating
students’ learning?, ‘How did I reach my learning
goals?
Deeper, more critical thinking on practice. It examines
the rationale behind teaching and the rationale behind
particular decision the practitioner makes (Kreber &
Cranton, 2000). Questioning of knowledge and core
beliefs, therefore becoming best positioned to construct
new knowledge.
Questions to ask when engaging with critical
reflection:
‘Why is it that I choose to attend to this problem-is there
an alternative?’, ‘Why does it matter if I consider why
students learn?’, ’Why does it matter what methods,
materials or lesson design I use?
Instructional knowledge:
Has to do with the organisation and
preparation of the lesson at different levels
such as: teaching materials, lesson plans,
setting clear learning objectives etc. (see
Kreber & Cranton, 2000, p. 479).
Pedagogical knowledge: related students
learning and the ways that could facilitate
their learning.
Curricular knowledge:
Related to the rationale and the goals of the
lesson.
Instructional knowledge:
Associated with the effectiveness of the
lesson and the effectiveness of the material
and sources used.
Pedagogical knowledge:
‘How to teach the content of the discipline,
how to assist the students in solving the
learning tasks associated with understanding
concepts within the discipline, and how to
facilitate critical thinking and self-directed
learning beyond the discipline’ ( Kreber &
Cranton, 2000, p.480).
Curricular knowledge:
Investigating the rationale hiding behind
teaching goals.
Instructional knowledge:
Questioning the materials used, as well as
exploring alternatives to check out the
results.
Pedagogical knowledge:
Questioning learning styles, consideration
of the ways the students learn.
Curricular knowledge:
Why teachers teach the way they teach?
Knowledge associated with the rationale
behind teaching, the choices made and their
effectiveness.