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ERIC Number: ED374128
Record Type: RIE
Publication Date: 1994-Jul
Pages: 12
Abstractor: N/A
Reference Count: N/A
Using Learning Theory To Guide Reflection in the Practicum.
Appleton, Ken
Reflection is a key aspect of the practicum experience for preservice teachers at the University of Central Queensland (Australia). However, ensuring that reflection occurs has been somewhat problematic. A study was conducted to explore how theoretical constructs based on learning theory can be used to guide the function of the practicum and the place of reflection in such a framework. A reflective practicum component was integrated into a curriculum subject, using constructivist learning theory as a guide. Teacher interventions derived from the learning theory provide guidelines for the placement and operation of the practicum and for encouraging reflection about both the practicum and classwork. An evaluation of the subject was carried out using a variety of data. In addition, the report discusses selected findings, the success of the subject in influencing cognitive and affective outcomes, the role of the practicum, and indications of the occurrence of reflection by students. A brief explanation and diagram of the constructivist learning model on which teacher inventions are based is included. Teacher interventions based on both constructivist theories and use in the subject are displayed in tabular form. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia; Preservice Teachers; Reflection Process
Note: Paper presented at the Annual Meeting of the Australian Teacher Education Association (24th, Brisbane, Queensland, Australia, July 3-6, 1994).