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ERIC Number: EJ1122269
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1042-0541
The Influence of Collaborative Reflection and Think-Aloud Protocols on Pre-Service Teachers' Reflection: A Mixed Methods Approach
Epler, Cory M.; Drape, Tiffany A.; Broyles, Thomas W.; Rudd, Rick D.
Journal of Agricultural Education, v54 n1 p47-59 2013
The purpose of this mixed methods study was to determine if there are differences in pre-service teachers' depth of reflection when using a written self-reflection form, a written self-reflection form and a think-aloud protocol, and collaborative reflection. Twenty-six pre-service teachers were randomly assigned to fourteen teaching teams. The teams taught a lesson that was videotaped and completed a written self-reflection form while viewing their lesson. The participants were randomly assigned to a control group or experimental group. The control group reflected individually using a written self-reflection form. Experimental Group #1 reflected collaboratively using a written self-reflection form, and Experimental Group #2 reflected individually using a think-aloud process while completing the written self-reflection form. The reflection forms were analyzed for depth of reflection, and a one-way ANOVA revealed significant differences in depth of reflection between the three groups. Participants also engaged in focus group interviews to describe their experiences. Two significant themes emerged: reflection on the teaching experience and reflection on the process used. We recommend that reflection should be used to help pre-service teachers learn from experience. In addition, the use of collaborative reflection and reflection using think-aloud protocols should be considered to promote deeper reflection and understanding.
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:
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