Outcomes expected

In this project we have focused increasing attention on the aspect of reflective dialogues (Liljeqvist 2007) through a process of 'emergent evaluation' that involves collective learning through action and reflection which has built up interactively and has emerged through social relationships and shared social practices within the project team. The developmental aim has been to offer students at different stages in their teacher education the opportunity for reflective conversations which have the aim of building a better understanding of the skills to be developed as outlined in the Examensordning. Mentors and local teacher educators are seen to have a crucial role in scaffolding these conversations in order to facilitate the development of a greater self awareness of the difficulties associated with assessment. A main outcome of this process involves a process of self evaluation through the writing and rewriting of the self-assessment. It is expected that outcomes of this study will include the illumination of students understanding of reflection and how this relates to their perceptions of achievement in relation to the goals in their courses of study and to the national goals in Examensordningen, regarding ICT as well as teaching skills. It will provide insights into the affordances and constraints of ICT involving the use of social software to support learning through internal and external reflective dialogue (Granberg 2008) and hopefully will give direction to ways of strengthening the integration, communication and collaboration between teacher education and schools regarding VFU.   

References

Granberg, C. (2008) Social software for reflective dialogue – is there any trace of reflection and dialogue in the students’ blogs? Paper to ECER 2008 - European Conference of Educational Research, Universityof Gothenburg, September 2008.

Liljeqvist, H. (2007) ICT in Teacher Education at LiU – campus Linköping 2006/2007, Advanced Study Thesis in Professional Education, Institutionen för undervisningsprocesser, kommunikation och lärande, Lärarhögskolan i Stockholm.