A Model for Developing Pre-Service Teacher Reflection: An Interactive Intervention Strategy

Autor/in	Ciminelli, Michelle R.
Titel	A Model for Developing Pre-Service Teacher Reflection: An Interactive Intervention Strategy
Quelle	In: AILACTE Journal, 8 (2011), S.1-14 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-9009
Schlagwörter	Intervention; Reflective Teaching; Preservice Teachers; Undergraduate Study; Literacy Education; Writing (Composition); Critical Thinking; Skill Development; Teaching Experience; Models; Teacher Education + Suchen Sie Ihr Suchwort? Grundstudium; Schreibübung; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Analogiemodell; Lehrerausbildung; Lehrerbildung
Abstract	The author describes an interactive intervention strategy to assist pre-service teachers in developing reflective practices in an undergraduate literacy course. The goal of the study was to encourage deeper analysis rather than purely descriptive summaries of field placements in teacher candidates' written reflections, so pre-service teachers may begin thinking critically about their role as future teachers. The results revealed that with guidance and interactive intervention strategies, teacher candidates were able to move from merely descriptive summaries of their teaching experiences to a deeper analysis of literacy issues and potential solutions of teaching situations in their written reflections. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10