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Scaffolding Critical Reflection in Online Discussions: Helping Prospective Teachers Think Deeply about Field Experiences in Urban Schools
ARTICLE

Journal of Teacher Education Volume 54, Number 4, ISSN 0022-4871

Abstract

Compared patterns and levels of reflection in two semesters of preservice teachers' email discussions about field experiences in urban schools. Higher levels of reflection were rare during the first semester. With several changes in the design and level of support for discussions, students in the second semester were more included to write at higher levels of reflection. Particularly helpful scaffolds for higher levels of reflection were tailored. (SM)

Citation

Whipp, J.L. (2003). Scaffolding Critical Reflection in Online Discussions: Helping Prospective Teachers Think Deeply about Field Experiences in Urban Schools. Journal of Teacher Education, 54(4), 321. Retrieved July 18, 2019 from .

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