Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice

Research output: Contribution to journalArticlepeer-review

31 Citations (Scopus)

Abstract

Teaching has been described as an emerging community of practice. Within suchprofessional communities, the processes of reflection and collaborative dialogue, orcritical transformative dialogue, are central to the maintenance and improvement ofprofessional practice for individuals, and the field. This paper reports on the challenges experienced by a group of first-year pre-service teachers engaging in a processof reflection and critique with peers, as they participated in a program focused on thedevelopment of core practices of teaching. These pre-service teachers’ responses indicatedtheir growing understanding of the importance of engaging in ongoing criticaldialogue, as part of the “unnaturalâ€� aspects of teaching. The paper concludes with a reflection on the value of feedback from the earliest stages of professional learning.
Original languageEnglish
Pages (from-to)170-183
Number of pages14
JournalAsia-Pacific Journal of Teacher Education
Volume41
Issue number2
DOIs
Publication statusPublished - May 2013

Fingerprint

Dive into the research topics of 'Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice'. Together they form a unique fingerprint.

Cite this