ERIC Number: EJ1122990
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
Do Scaffolding Tools Improve Reflective Writing in Professional Portfolios? A Content Analysis of Reflective Writing in an Advanced Preparation Program
Action in Teacher Education, v38 n4 p399-409 2016
Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students' abilities in these areas. Research on reflectivity in writing indicates that students often need assistance to develop truly reflective narratives. This study explores the portfolio narratives of students in an advanced preparation program in Library Media Education over 3 years to determine the nature and quality of their reflective writing. Results of a content analysis indicate that the level of student reflectivity improved when a reflective writing scaffolding tool was used to assist students with their reflective writing tasks.
Descriptors: Scaffolding (Teaching Technique), Reflection, Writing Processes, Content Analysis, Narration, Library Science, Student Writing Models, Educational Quality, Media Literacy, Writing Improvement, Longitudinal Studies, Writing Strategies, Portfolio Assessment, Writing Evaluation, Writing Skills, Qualitative Research, Coding, Graduate Students, Masters Programs
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A