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ERIC Number: EJ894301
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0031-8981
Inspiring Critical Reflection in Preservice Teachers
King, Susan E.
Physical Educator, v65 n1 p21-29 Win 2008
The purpose of this study was to determine the effectiveness of peer-generated feedback versus visual feedback in inspiring preservice physical education teachers to produce reflections that are more critical than technical. The participants were junior-, senior-, and graduate-level health and physical education majors enrolled in an instructional methods course. Upon completion of four required teaching labs, participants were given either peer-generated feedback or a visual record of their teaching. They received reflective prompts and were asked to reflect upon their teaching. Among participants in this study, 61% of more critical, intermediate reflections were based upon visual feedback. Peer-generated feedback produced 73% of technical, novice reflections. It was concluded that visual feedback inspired more critical than technical reflection. (Contains 2 tables.)
Phi Epsilon Kappa Fraternity. 901 West New York Street, Indianapolis, IN 46202. Tel: 317-637-8431; Web site: http://www.phiepsilonkappa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A