PEDAGOGY STUDENTS’ REFLECTIVE PRACTICE: A BLENDED LEARNING INTERVENTION

Charikleia Pitsou, Niki Lambropoulos (Lampropoulou)

Abstract


Authentic reflective practice in real working conditions acts as a bridge between the university environment with the engagement and responsibility of a professional. Educating the pedagogy students as teachers is one of the main aims of the Department of Education and Social Work Sciences, University of Patras, Greece. An intervention to support students’ reflective practice with new technologies took place following the flipped classroom and collaborative learning approaches; 169 university students were registered in the associated online course. The course organization, the instructions and the educational material was provided via the course on eClass for the flipped classroom approach. Following collaborative learning methods, the students were divided into small teams, this is 20 students average for each group for teachers’ shadowing and small groups of 3-5 for onsite meetings with tutors. Other than the students’ reflective practice diaries, the tutors also kept observational note. A mixed-methods research design was utilized; the findings derived from an online questionnaire, the eClass logs, a focus group discussion, and tutors’ observation notes. It appears that the blended learning intervention advanced students’ reflective engagement and accelerated their learning and the teaching practice.

Η αναστοχαστική εκπαιδευτική πρακτική σε πραγματικές συνθήκες εργασίας λειτουργεί ως γέφυρα μεταξύ του πανεπιστημιακού και του σχολικού περιβάλλοντος στο πλαίσιο της πρακτικής άσκησης των φοιτητών/τριών. Η προετοιμασία των φοιτητών/τριών ως μελλοντικών εκπαιδευτικών είναι ένας από τους κύριους στόχους του Τμήματος Επιστημών Εκπαίδευσης και Κοινωνικής Εργασίας του Πανεπιστημίου Πατρών στην Ελλάδα. Στην παρούσα έρευνα μελέτης περίπτωσης πραγματοποιήθηκε παρέμβαση με συνδυαστική εκπαίδευση με σκοπό την υποστήριξη του εκπαιδευτικού αναστοχασμού των 169 φοιτητών/τριών που συμμετείχαν στο μάθημα της πρακτικής άσκησης. Συγκεκριμένα, υιοθετήθηκαν οι παιδαγωγικές προσεγγίσεις της ανεστραμμένης τάξης και της συνεργατικής μάθησης με την υποστήριξη των νέων τεχνολογιών. Η οργάνωση του μαθήματος της πρακτικής άσκησης, οι οδηγίες και το εκπαιδευτικό υλικό ήταν αναρτημένα στο eClass. Ακολουθώντας τις μεθόδους και τεχνικές της συνεργατικής μάθησης οι φοιτητές/τριες χωρίστηκαν σε μικρές ομάδες, με μέσο όρο 20 άτομα σε κάθε ομάδα για την παρατήρηση και παρακολούθηση του έργου των εκπαιδευτικών στο σχολείο, καθώς και σε μικρές ομάδες των 3-5 φοιτητών/τριών για αναστοχαστικές συναντήσεις με τις ερευνήτριες. Επιπρόσθετα, οι φοιτητές/τριες διατηρούσαν ημερολόγια αναστοχασμού κατά την παρακολούθηση της διδασκαλίας. Οι ερευνήτριες διατηρούσαν, επίσης, παρατηρητικά σημειώματα. Χρησιμοποιήθηκε ο ερευνητικός σχεδιασμός μικτών ερευνητικών μεθοδολογιών και τα ευρήματα προέρχονται από δεδομένα που συλλέχθησαν με διαδικτυακό ερωτηματολόγιο, τα αρχεία καταγραφής eClass, τη συζήτηση ομάδας εστίασης και τις σημειώσεις παρατήρησης των ερευνητριών. Τα αποτελέσματα δείχνουν ότι η συγκεκριμένη παρέμβαση βοήθησε τον αναστοχασμό των φοιτητών/τριών και επιτάχυνε τη μάθηση στην εκπαιδευτική πράξη και έτσι, συνέβαλε στην επίτευξη των σκοπών της πρακτικής άσκησης.

Article visualizations:

Hit counter


Keywords


reflective practice, shadowing, blended learning, flipped classroom, collaborative learning

Full Text:

PDF

References


Argyle M, 1991. Cooperation: The basis of sociability. London: Routledge.

Bartlett L, 1990. Teacher development through reflective teaching. In J. C. Richards and D. Nunan (Eds.) Second Language Teacher Education. New York: Cambridge University Press, pp. 2002-214.

Bergmann J, Sams A, 2014. Flip Your Classroom. Reach Every Student in Every Class Every Day. SM. Retrieved from Flip Your Classroom: Reach Every Student in Every Class Every Day. Accessed 5 Mar 2020.

Brown J S, Duguid P, 2000. The social life of information. Boston: Harvard Business School Press.

Chrysafides K, 2014. The Role of Practical Exercises in Creating Appropriate Conditions for the "New School". Research in Education. Hellenic Journal of Research in Education, 1, (2) (89-106). ISSN: 2241-7303.

Dillenbourg P, Baker M, Blaye A, O'Malley C, 1996. The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.),Learning in Humans and Machine: Towards an interdisciplinary learning science. (pp 189-211). Oxford: Elsevier.

Fidalgo-Blanco A, Martinez-Nunez M, Borras-Gene O, Sanchez-Medina J J, 2017. Micro flip teaching ‒ An innovative model to promote the active involvement of students. Computers in Human Behavior, 72 (2017): 713-723.

Flipped Learning Network. 2012. Improve student learning and teacher satisfaction with one flip of the classroom.

Flores O, del-Arco, Silva P, 2016. The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education (2016) 13:21.

Gibbs, G, 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit.

Johnson R T, Johnson D W, 1994. An Overview of Cooperative Learning. In J. Thousand, A. Villa & Nevin (Eds.), Creativity and Collaborative Learning. Baltimore: Brookes Press.

Johnson B G, 2013. Student perceptions of the flipped classroom. Thesis for Master of Arts in Educational Technology. The University of British Columbia, The College of Graduate Studies. Retrieved from https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0073641

Kettle B, Sellars N, 1996. The Development of Student Teachers Practical Theory of Teaching. Teaching and Teacher Education, 12(1), pp. 1-24.

Lambropoulos N, Romero M, 2015. 21st Century Lifelong Creative Learning. NY, USA: Nova Publishers.

Lambropoulos N, 2004. From the class to the e-class and back: blended learning in the Greek schools. In the Proceedings of the 1st National Conference for the Use of ICT in Education. Scientific Society for the Valorization of ICT in Education, www.eeep.gr, 16-17 October, Athens, 2004.

Mezirow J, 2000. Learning to Think Like an Adult: Core Concepts of Transformation Theory. In J. M. a. Associates (Ed.), Learning as Transformation (pp 3-33). San Francisco: Jossey – Bass.

Piaget J, 1932. The Moral Judgement of the Child. New York, NY: Harcourt, Brace Jovanovich.

Plota D, Karalis T, 2019. Organization and implementation of a Flipped Classroom course in the Greek University context. Educational Journal of the University of Patras, 2019, 6(2), pp 53-61.

Schon D A, 1987. Educating the Reflective Practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

Schon D, 1983. The Reflective Practitioner: How professionals think in action. New York: Basic Books.

Slade M L, Burnham T J, Catalana S M, & Waters T, 2019. The Impact of Reflective Practice on Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning:13,(2), 15.

Sohrabi B, Iraj H, 2016. Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior, 60 (2016) 514-524.

Soguero M, Condon D, Packard C, & Easton L B, 2015. Shadowing. In L.B. Easton (Ed.), Powerful designs for professional learning (3rd ed.). Oxford, OH: Learning Forward.

Spalding E, Wilson A, 2002. Demystifying Reflection: A Study of Pedagogical Strategies That Encourage Reflective Journal Writing, Teachers College Record, 104 (7), October 2002: 1393-1421. doi: 10.1111/1467-9620.00208

Suter E A, 2000. Focus Groups in Ethnography of Communication: Expanding Topics of Inquiry Beyond Participant Observation. The Qualitative Report, 5 (1&2).

Teasley S D, Roschelle J, 1993. Constructing a Joint Problem Space: The Computer as a Tool for Sharing Knowledge. In S. P. Lajoie & S. J. Derry(Eds.), Computers as Cognitive Tools. New Jersey, NJ, USA: Lawrence Erlbaum Associates, Inc. Publishers.

UNESCO (n.d.) Technology & Learning definitions: Collaborative Learning. Retrieved 12/07/2015,from http://www.unesco.org/education/educprog/lwf/doc/portfolio/definitions.htm.

Yilmaz R, 2017. Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70 (2017) 251-260.




DOI: http://dx.doi.org/10.46827/ejes.v7i12.3418

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Charikleia Pitsou, Niki Lambropoulos (Lampropoulou)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).