Search results for: Reflection

In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework.

In this article, three students teachers reflected and wrote about their student-teaching experiences. The group chose to examine common concerns of student teachers not often addressed in classes, with the idea that these reflections could be useful for teacher candidates just entering student teaching. These vignettes were presented to pre-student teaching candidates in the semester just before their student-teaching experience and at the end of the semester. The authors stated the value in grooming student teachers toward the habit of reflection to help them gain insights to their identities as teachers and to make the shift from self-absorbed novices to student-centered teachers.

This study explores pre-service teachers’ reflections with regards to the incorporation of their video recordings of classroom memoirs into the CM course. Furthermore, the study examines the potential consequences of this project on their learning and preparation for the profession. The sample included 97 pre-service teachers attending to the College of Technical Education in the West of Turkey. The results suggest that having pre-service teachers develop and analyze video cases can improve motivation, learning, empathy, and the construction of professional identity.

The goal of this study is to investigate the process of coaching a mentor of experienced teachers. In particular, the authors sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor experienced cognitive dissonance on several occasions during the coaching conferences when she discovered her use of directive behaviors in some interactions with mentees. Eventually, the mentor resolved this dissonance, primarily by changing her beliefs about mentoring and shifting from a nondirective to an eclectic platform.