Literaturnachweis - Detailanzeige
Autor/inn/en | Jung, Jiyoon; Lu, Ya-Huei; Ding, Ai-Chu Elisha |
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Titel | How Do Prompts Shape Preservice Teachers' Reflections? A Case Study in an Online Technology Integration Class |
Quelle | In: Journal of Teacher Education, 73 (2022) 3, S.301-313 (13 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Jung, Jiyoon) ORCID (Lu, Ya-Huei) ORCID (Ding, Ai-Chu Elisha) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4871 |
DOI | 10.1177/00224871211056936 |
Schlagwörter | Prompting; Preservice Teachers; Reflection; Technology Integration; Written Language; Preservice Teacher Education; Undergraduate Students |
Abstract | To investigate how prompts shape preservice teachers' reflections, we examined, in this exploratory case study, the written reflections responding to three types of prompts (standard-based, concept-based, and task-based) of 21 preservice teachers in an online technology integration class. We analyzed these reflections at the sentence level (total 1,503 comments), both quantitatively and qualitatively, using a framework comprising descriptive, rationalistic, and anticipatory dimensions to understand the compositions of reflections generated from each type of prompt and the kinds of teacher abilities demonstrated in each dimension. We found quantitative patterns between prompt types and the reflections generated and emergent themes in each dimension of reflection relating to teacher abilities. We conclude by discussing three prompt design features that appeared to have played an important role in shaping the reflections and suggesting implications and future research directions. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |