ERIC Number: EJ1192975
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2167-4779
EISSN: N/A
Developing Reflective Practice in Teacher Candidates through Program Coherence
Allen, Kathryn L.; Brodeur, Katherine; Israelson, Madeleine Heins; Martin-Kerr, Keitha-Gail; Ortmann, Lisa; Peterson, Debra S.
Teaching & Learning Inquiry, v6 n2 p81-96 2018
In this study, we explored the role of reflection at three stages of preparation across a teacher education program. Reflection has long been considered an essential aspect of professional practice for teaching; however, reflection is often vague and undefined. Through an examination of the opportunities we provided for our students to reflect, and systematic analysis of the levels of reflection our students engaged in, we found that the development of reflective practices could be understood and aligned across a professional preparation program. Furthermore, we considered our own pedagogical practices related to modality, prompting, scaffolding, assignment structure, and feedback in our analysis of a variety of student reflection artifacts, in order to understand the potential impact of our own pedagogical decisions across the program. Findings suggest that the program provided modeling and structures for reflection early on, encouraged the inclusion of multiple perspectives in relation to professional practice, and supported a synthesis of student learning of theory and practice as preservice teachers approached program completion. This article offers reflection as a tool for exploring issues of professional growth across a continuum of development.
Descriptors: Teaching Methods, Reflective Teaching, Theory Practice Relationship, Teacher Education Programs, Feedback (Response), Scaffolding (Teaching Technique), Teacher Educators, Preservice Teachers, Elementary School Teachers, Literacy Education, Graduate Students, Undergraduate Students, Lesson Plans, Methods Courses, Program Descriptions
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A