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Reflection as a visible outcome for preservice teachers
ARTICLE

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TATE Volume 20, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

As the standards movement progresses, efforts to encourage reflection by student teachers are often undermined. In this piece, we analyze exemplars of student teacher reflection coming from two very different approaches to outcomes-based teacher preparation. We use these exemplars to develop a rubric that illuminates the dimensions and qualities of reflection. This rubric helps clarify how meaningful reflection and an emphasis on learning are not incompatible if the focus is placed on the process of learning, rather than on outcomes alone. Finally, we contend that engagement in the process of reflection and reflection on the moral enterprise of teaching can be considered as important outcomes in their own right.

Citation

Ward, J.R. & McCotter, S.S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 20(3), 243-257. Elsevier Ltd. Retrieved February 20, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 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/j.tate.2004.02.004

Keywords