Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training
Year: 2015
Type: article
Abstract: This article discusses the use of reflection in the development of pre-service teachers’ skills in school placements, as utilised in a Teacher Training College in Bedford, England, following the views of Dewey (1933), Schön (1987) and Eraut (1994) in relation to the use of reflection to inquire into teaching practice. Such reflective process is facilitated by the model of cognitive apprenticeship (Collins, Brown & Newman, 1987) and by the technique of structured debriefing (Gibbs, 1988) for the identification of areas for improvement, the implementation of interventions, and the assessment of outcomes. The use of reflection enables teaching to be reinterpreted as a critical practice with the potential to produce transformative learning whilst also promoting communities of practice based on inquiry and action research.
Author: M. Moya
Institution: University of East London
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2186510243