Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Craig Shepherd, The University of Wyoming, United States ; Michael Hannafin, The University of Georgia, United States
Journal of Technology and Teacher Education Volume 17, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience through electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to broaden their definitions and observations of active student engagement, re-examine and modify teaching conclusions based on classroom evidence, and formulate improvement plans for future implementations. This paper provides results of this study as well as implications for future research using electronic portfolios to systematically inquire into teaching practices through reflection.
Shepherd, C. & Hannafin, M. (2009). Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection. Journal of Technology and Teacher Education, 17(2), 229-251. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2009 Society for Information Technology & Teacher Education