Respondenten

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THE PEDAGOGY OF TELE-GUIDANCE
Prof. Dr. Wim Veen Centre of Educational
Innovation Technology
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The REFLECT Project

• REFLECT is a one year thematic network for
  initial teacher education
• Consortium
• Utrecht University
• University of Exeter
• Norwegian University of Science and Technology
• University of Barcelona

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REFLECT Goals

• To promote reflective competencies of student
  teachers using various modes of
  telecommunications
• one-to-one e-mail
• computer conferencing
• point-to-point video conferencing
• To develop a pedagogy for tele- teaching

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REFLECT Research

• An inventory study into research activities on
  tele tutoring and reflection across Europe
• Four case studies describing and exploring the
  effects of telematics on reflection of student
  teachers

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Common Research Question

• What is the content and nature of discourse
  (related to the promotion of reflection) in
  different modes of telematics in teacher
  education?

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Common Definition of Reflection

• Reflection is the mental process of trying to
  structure or restructure an experience, a problem
  or existing knowledge or insights

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The ALACT Model

• A five-phase model describing the intended
  process of reflection by student teachers
• Action
• Looking back on the action
• Awareness of essential aspects
• Creating alternative methods of action
• Trial

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Trial
Action
Creating alternatives
Looking back
Awareness of crucial issues
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Assignment 1
Assignment 2
Looking back
Amendments and Meta- Discussion
Feedback from others
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The Utrecht Context

• a five-month school practice in a one-year
  postgraduate initial training
• 30 student teachers in geography, history, and
  modern languages
• 4 teacher educators
• research period Jan - May 1996
• a mix of tutoring instruments
• CMC, supervisory meetings, logbooks

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Data gathered

• Methods
• questionnaires
• interviews
• email messages
• recordings of supervisory meetings
• recordings of REFLECT meetings

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Research questions

• Questions on
• patterns of communication
• themes of reflection adressed in messages
• time investment
• changes in attitudes on reflection and peer
  mentoring
• student teachers perception on tele guidance
• role of teacher educator
• instruments for measuring reflection and
  interventions

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The Results

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Patterns of communication

• The more student teachers write to the whole
  group, the more they write to individuals
• Messages sent to listserv and to individuals is
  about 50 - 50.
• Writing a lot stands for writing to different
  peer students no subgroups

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Themes of Reflection

• Messages analysis
• Own teaching behaviour
• Supervision during teaching practice
• Off-task behaviour of the whole class
• Teacher educators view
• from visible, concrete and tangible towards
  whats your educational philosophy?
• from less structured through structured to less
  structured

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Time Investment

• Student teachers
• 1 - 7 hours a week (mean is 4.6)
• 40 for reading and 30 for writing
• twice the time than writing the logbook
• Teacher educators
• 5 hours average a week
• varying approaches used from immediate and
  individual to weekly and group interventions

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Changes in attitudes

• Attitude towards reflection
• Primarily oriented towards reflection on
  themselves
• Small increases in reflection on pupils, subject
  and school matters
• Attitude towards peer mentoring
• positive attitude towards mentoring each other,
  without changes over time

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Perception of Tele-guidance

• Reflective behaviour
• effects of the e-mail discussion is assessed to
  be relatively small, compared to face-to-face
  meetings and mentor
• student teachers perceive the computer
  conferencing as a peer mentoring system
• responses of peer students are less appraised
  than expected

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Perception of Tele-guidance

• Social support
• informational support (tips) is valued less than
  expected
• emotional support meets expectations

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The teacher educators role

• Helping the reflective process by asking
  stimulating questions or structuring
• Support emotionally
• Stimulate to participate in the electronic
  discussion

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Teacher educators experiences

• A greater involvement with their students I am
  one of them
• A managers role
• An expert role
• A passive role taking students concerns as
  starting point for reactions

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Four main functions of Tele-tutoring

• Monitoring function
• the progress of their students
• Function of stimulating reflection
• Peer mentoring function
• learning from each other, attitude of discussing
  problems with others
• Social funtion
• feelings of comfort and prevention of isolation

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Three Mentoring Strategies

• Directed at feelings of security
• Directed at professional growth leaving the
  initiative to student teacher
• Directed at professional growth taking a
  directive role

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Strategies of Security

• Empathising
• what good solutions you use for handling the
  dyslexia problem. Fantastic!
• Encouraging
• I look forward to your weekly reports, which
  start this week, of course!

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Strategies for professional growth I

• Asking to be concrete
• Asking to generalise
• Asking to make explicit
• Supporting learning processes
• Structuring
• Asking to focus

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Strategies for professional growth II

• Confronting
• Generalising
• Making explicit
• Stressing and utilising strong points
• Modelling
• Urging
• Giving suggestions

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Strategies for professional growth II

• Bringing in theoretical issues
• Summarising
• Asking clarifications
• Practical appointments

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Concluding Observations

• Teacher educators value tele tutoring positively.
• Student teachers value most
• writing messages
• the social function
• Tele mentoring thrives best in a mixture of
  pedagogical methods

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Concluding Observations

• The pedagogy of tele-guidance includes a variety
  of strategies which
• enhances the support of the learning process
• support group learning
• A clear organization of the exchange of messages
  is critical
• Instruments for measurement of reflection can be
  developed.

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What have we learned?

• Professional development of teacher educators has
  been stimulated
• Using ICT will change the tutors role and
  teacher education dramatically
• We need to find evidence on
• promoting reflection and students teaching in
  classrooms
• advantages and disadvantages of ICT

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http//www.ruu.nl/ivlos/reflect/index.htm