An Investigation on the Impact of a Guided Reflection Technique in Service-Learning Courses to Prepare Special Educators

Autor/inn/en	Welch, Marshall; James, Regenia C.
Titel	An Investigation on the Impact of a Guided Reflection Technique in Service-Learning Courses to Prepare Special Educators
Quelle	In: Teacher Education and Special Education, 30 (2007) 4, S.276-285 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
Schlagwörter	Education Courses; Teacher Education Programs; Service Learning; Special Education Teachers; Teacher Educators; Reflective Teaching; Scoring Rubrics; Journal Writing; Student Journals; Disabilities; Higher Education; Field Experience Programs + Suchen Sie Ihr Suchwort? Fortbildungskurs; Service-Learning; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Scoring formulas; Auswertungsbogen; Zeitschriftenaufsatz; Studentenzeitung; Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Praxisnahes Lernen
Abstract	Service-learning continues to be utilized in teacher education programs. A salient feature of this form of pedagogy is the use of reflection. Many instructors and students struggle with the reflection process. Particularly, instructors are challenged to assess students' reflection entries. This article describes a guided reflection rubric that was used as a learning and teaching tool for service-learning experiences in special education courses. A quantitative analysis revealed significant improvement in reflection entries of students' journals. Teacher educators socially validated the rubric as a teaching and assessment tool. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10