Written case analyses and critical reflection
TATE Volume 12, Number 1 ISSN 0742-051X Publisher: Elsevier Ltd
Preparing teachers who are reflective requires a clear conception of what reflection is and the means to foster its development. It also requires a way to gauge that development. This study suggests that students' written analyses of dilemma-based cases can be used to do so. Multiple aspects of critical reflection are clearly apparent in students' analyses: prospective teachers recognize and acknowledge the perspectives of the multiple participants in the educational process, consider the consequences of action, and identify and clarify taken-for-granted assumptions in a variety of ways. Each lens provides different insight into students' ability to critically reflect.
Harrington, H.L., Quinn-Leering, K. & Hodson, L. Written case analyses and critical reflection. Teaching and Teacher Education: An International Journal of Research and Studies, 12(1), 25-37. Elsevier Ltd.