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Written case analyses and critical reflection
ARTICLE

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TATE Volume 12, Number 1 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved December 9, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0742-051X(96)89078-0