The Impact of Reflective Practice on Teacher Candidates' Learning

Authors

Mary L. Slade, Winthrop UniversityFollow
Tammy J. Burnham Dr., Winthrop UniversityFollow
Sarah Marie Catalana, Winthrop UniversityFollow
Tammy Waters, Winthrop UniversityFollow

Abstract

Reflection is a high impact practice that develops teacher candidates’ learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions in a real-world environment. Reflection practice is specifically used when students study education in a university course and apply what they learn in a related field experience in a K-12 school. This study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in a course focused on developmental sciences in a context of poverty. Results demonstrate what level of research is required to prepare teacher candidates to make instructional decisions as well as become self-aware of their perspectives and attitudes in teaching.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Slade, Mary L.; Burnham, Tammy J. Dr.; Catalana, Sarah Marie; and Waters, Tammy (2019) "The Impact of Reflective Practice on Teacher Candidates' Learning," International Journal for the Scholarship of Teaching and Learning: Vol. 13: No. 2, Article 15.
Available at: https://doi.org/10.20429/ijsotl.2019.130215