So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field Experiences

This paper discusses and examines the effectiveness of course assignments designed to promote reflection processes and critical thinking of pre-service teachers. Specifically, the study explores and identifies the range of students’ level of reflectivity and critical examination of their own develop...

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Main Authors: Denise McDonald, Michele Kahn
Format: Article
Language:English
Published: Georgia Southern University 2014-07-01
Series:International Journal for the Scholarship of Teaching and Learning
Subjects:
Online Access:https://digitalcommons.georgiasouthern.edu/ij-sotl/vol8/iss2/18
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author Denise McDonald
Michele Kahn
author_facet Denise McDonald
Michele Kahn
author_sort Denise McDonald
collection DOAJ
description This paper discusses and examines the effectiveness of course assignments designed to promote reflection processes and critical thinking of pre-service teachers. Specifically, the study explores and identifies the range of students’ level of reflectivity and critical examination of their own developing pedagogy, with foci on content knowledge, dispositions and teaching skills. In general, initial findings indicate students’ levels of reflectivity ranged from “self” to “outside of self” to “beyond self” concerns or focus. Analysis further revealed that the students’ existing epistemological beliefs possibly mediate their level of reflectivity by either inhibiting the reflective process (most evident with those focused on task, grade, time, procedures and some performance concerns), or supported the reflective thinking flow (most evident through focus on interest, identity, expectations, relevancy, development, personal and student impact concerns).
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spelling doaj.art-9962ab02a4c54500bdeb574de3abdfa32022-12-22T03:20:47ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442014-07-018210.20429/ijsotl.2014.080218So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field ExperiencesDenise McDonaldMichele KahnThis paper discusses and examines the effectiveness of course assignments designed to promote reflection processes and critical thinking of pre-service teachers. Specifically, the study explores and identifies the range of students’ level of reflectivity and critical examination of their own developing pedagogy, with foci on content knowledge, dispositions and teaching skills. In general, initial findings indicate students’ levels of reflectivity ranged from “self” to “outside of self” to “beyond self” concerns or focus. Analysis further revealed that the students’ existing epistemological beliefs possibly mediate their level of reflectivity by either inhibiting the reflective process (most evident with those focused on task, grade, time, procedures and some performance concerns), or supported the reflective thinking flow (most evident through focus on interest, identity, expectations, relevancy, development, personal and student impact concerns).https://digitalcommons.georgiasouthern.edu/ij-sotl/vol8/iss2/18reflection processcritical thinkingteaching readinessself awareness
spellingShingle Denise McDonald
Michele Kahn
So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field Experiences
International Journal for the Scholarship of Teaching and Learning
reflection process
critical thinking
teaching readiness
self awareness
title So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field Experiences
title_full So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field Experiences
title_fullStr So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field Experiences
title_full_unstemmed So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field Experiences
title_short So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field Experiences
title_sort so you think you can teach reflection processes that support pre service teachers readiness for field experiences
topic reflection process
critical thinking
teaching readiness
self awareness
url https://digitalcommons.georgiasouthern.edu/ij-sotl/vol8/iss2/18
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