Back to Search Start Over

A teacher competence development programme for supporting students’ reflection skills.

A teacher competence development programme for supporting students’ reflection skills.

Authors :
Dekker-Groen, Agaath M.
van der Schaaf, Marieke F.
Stokking, Karel M.
Source :
Teachers & Teaching. Apr2013, Vol. 19 Issue 2, p150-171. 22p.
Publication Year :
2013

Abstract

This study aimed to evaluate a training programme for Dutch teachers in six institutes for nursing education to support students’ reflection skills. The research question was: what are the feasibility, quality and effects of the programme? The training programme focused on four competences of teachers regarding instructing, guiding, giving feedback on and assessing students’ reflection skills. The programme development was informed by research-based features of effective teacher professional development and expertise about reflection and feedback. Nineteen teachers took part in the training programme and eight teachers formed a control group. Pre-measurements concerned teachers’ initial knowledge, experience, beliefs, practices and self-assessment of competences. During the programme, data were gathered about participants’ appraisal of the content and activities, learning concerns and perceived results. Post-measurements concerned quality and effects of the programme, using teachers’ assessment of own development, current teaching activities and repeated measurement of certain practices, beliefs and self-assessment of competences. Teachers’ appraisal of the training programme was fairly positive. Results indicate that teachers can develop competences in supporting students’ reflection skills and improve their practice in a relatively modest amount of time by participating in a purposeful and coherent programme including relevant content, active learning and expert feedback. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
13540602
Volume :
19
Issue :
2
Database :
Academic Search Index
Journal :
Teachers & Teaching
Publication Type :
Academic Journal
Accession number :
87666341
Full Text :
https://doi.org/10.1080/13540602.2013.741837