Exploring the process of reflection used by preservice teachers : a case study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Loraine Moses Stewart (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
D. Michelle Irwin

Abstract: The purposes of this study was to examine the process preservice teachers use when completing activities designed to promote reflection, and to identify whether their reflective processes differed. The subjects of the study were seven of 33 elementary education preservice students enrolled in a 15-week educational psychology course. A major objective of the course was to promote reflective thinking by providing opportunities for preservice teachers to be reflective while also learning about the psychology of learning. Case study methodology was used to gather data on the participants. Reflective activities included Cruickshank's Reflective Teaching Lessons, Posner's Teacher Belief Inventory, reflective papers, journal entries, and an interview. Psychological and personal dimensions examined were temperament, learning style, and age. Data indicated that age did not appear to be a factor in students' approaches to reflective teaching and temperament and learning style, while related to reflection, are complex factors that do not yield simple relationships to reflective style. Regardless of the students' original reflective orientation, all students improved their level of reflection.

Additional Information

Language: English
Date: 1991
Student teachers $x Attitudes
Teachers $x Training of
Reflection (Philosophy)
Self-knowledge, Theory of

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