ERIC Number: EJ815831
Record Type: Journal
Publication Date: 2008-Nov
Abstractor: As Provided
Reference Count: 21
Practicing What We Preach: Using Reflective Writing as an Indicator of Learning
McClanahan, Lauren G.
Studying Teacher Education, v4 n2 p105-114 Nov 2008
The first term of any preservice teacher education program can be challenging for students in many ways, and learning to read and write in a scholarly way is one potential challenge. This article chronicles events in my secondary education literacy course when I asked students to write in a descriptive, analytical, and reflective way about the experiences that led them to teaching. The assignment was to be forwarded to potential cooperating teachers seeking interns in their classrooms. The stakes were high, and so was the confusion about what it means to write reflectively and how to link such writing to teacher education standards. This forced me to study my own efforts to encourage reflective practice to discover where the gaps in understanding had occurred and how those gaps might be reduced. The self-study experience was enlightening, and I now realize that I can assume nothing about student understanding. The only way to know if understanding has occurred is to ask the right questions and then be prepared to adjust my practice accordingly.
Descriptors: Preservice Teacher Education, Preservice Teachers, Literacy, Reflective Teaching, Reflection, Academic Discourse, Secondary School Teachers, Teacher Student Relationship, Teaching Methods, Metacognition, Teacher Educators, Instructional Improvement, Academic Standards, Student Attitudes, Misconceptions
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A