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ERIC Number: EJ1122565
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1042-0541
A Comparison and Analysis of Preservice Teachers' Oral and Written Reflections
Lambert, Misty D.; Sorensen, Tyson J.; Elliott, Kristopher M.
Journal of Agricultural Education, v55 n4 p85-99 2014
Teacher reflection continues to be a key component of many preservice teaching programs across the United States. In Agricultural Education, reflection begins in the early field experience and continues throughout the teacher education program as an important opportunity to assess students' proficiency of teaching concepts, thought process, and growth over time. The purpose of this study was to examine the topics of preservice teachers' reflections and compare the effectiveness of written and reflective interviews. We examined the written and reflective interviews of four preservice teachers over three reflection cycles, comparing themes, levels of reflection, and completeness to determine the benefit of multiple methods of reflection. Applying the theory of preservice teacher concerns, we found participants tended to report more task reflection than self-concerns or impact concerns when given open-ended reflection prompts. Moreover, written reflections tended to be more summative in nature, while reflective interviews provided more support and detail. The findings indicate reflection across multiple methods may provide a more complete assessment of student proficiency. Teacher education programs could benefit from these findings by analyzing their means of facilitating preservice teacher reflection.
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