Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers

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dc.contributor.authorRuffinelli, Andrea
dc.contributor.authorAlvarez Valdes, Carolina
dc.contributor.authorSalas Aguayo, Macarena
dc.date.accessioned2025-01-20T20:22:15Z
dc.date.available2025-01-20T20:22:15Z
dc.date.issued2023
dc.description.abstractThis paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding role of the tutor and appreciation of their position as an expert on the part of preservice teachers. The conditions noted previously in the literature are validated and others emerge in accordance with the Chilean context.
dc.description.funderFondo Nacional de Desarrollo Cientifico y Tecnologico, FONDECYT de Iniciacion
dc.fuente.origenWOS
dc.identifier.doi10.1080/02619768.2021.1949708
dc.identifier.eissn1469-5928
dc.identifier.issn0261-9768
dc.identifier.urihttps://doi.org/10.1080/02619768.2021.1949708
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/92668
dc.identifier.wosidWOS:000672215200001
dc.issue.numero3
dc.language.isoen
dc.pagina.final515
dc.pagina.inicio498
dc.revistaEuropean journal of teacher education
dc.rightsacceso restringido
dc.subjectPreservice teacher education
dc.subjectteacher education programmes
dc.subjectteaching conditions
dc.subjectreflective practice
dc.subjectpracticum tutorials
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleConditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers
dc.typeartículo
dc.volumen46
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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