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Mid-Atlantic Regional Technology in Education Consortium
1301 Cecil B. Moore Ave.
Ritter Annex 9th Floor
Temple University - CRHDE
Philadelphia, PA 19122
800-892-5550
215-204-5130 (fax)
General Inquires:
Laurence Peters
Judith Stull
Technical Assistance:
Barry Mansfield
Professional Development:
Joan Pasternak
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Temple University Center for Research
in Human Development and Education |
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In order to explore the impact of RC on the students’ experiences, participating students were asked to complete a survey at the end of the course regarding RC and the experience of collaborative reflection. A total of 20 surveys were processed for coverage of 91% of all the students involved in the Senior Seminar. In general, the majority of the students surveyed (95%) reported that having peer interaction was a valuable element of their experience. Specifically, students seemed satisfied with both the frequency (70%) as well as the quality (70%) of the feedback they received from their peers. Additionally, 17 students (85%) reported that participation in RC fostered an atmosphere of trust among the team members. When asked about the extent to which the interactions in RC enhanced their student-teaching experience, 15 students (75%) responded that it did either a little (9, 45%) or a good deal (6, 30%), while 4 students (20%) remained neutral and one did not agree at all. Regarding specific elements of RC, the three items that students cited most frequently as being beneficial or very beneficial were reflecting on personal teaching practices (85%), receiving feedback from others (75%), and interacting with the instructor online (70%).
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RC did enrich the students’ practicum experience by providing opportunities to collaboratively reflect on teaching practices and capture an emergent portfolio of practice. The ePortfolio was used for the interviewers for the Senior Performance Assessment to access student-teacher materials and analyze a naturalistic perspective of the candidates’ abilities, individually and within a community of practice. Unlike Vicky LaBoskey (1994), MAR*TEC believes student teachers can learn to become reflective practitioners and sees this experience as a first exploration of the contribution of computer-supported collaborative work in this area. Within the teacher certification program at Temple University, conversations have already begun as to how to introduce RC earlier in the curriculum as a way to provide sustained support for the reflective growth of effective practitioners. In this context, MAR*TEC expects to expand the analytical framework utilized to explore the contribution of RC to teacher development and gather reliable and useful evidence that can inform improvements to the RC environment.
References
LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.
Pugach, M. C., & Johnson, L. J. (1990). Developing reflective practice through structured dialogue, In R. T. Cliff, W. R. Houston & M. Pugach (Eds.). Encouraging reflective practice in education: An analysis of issues and programs (pp. 186–207). New York: Teachers College Press.
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228.
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