Conference Tracks
About SoTL – Analysis, synthesis, reflection, and discussion
Abstract
Reflection is a high-impact practice that develops teacher candidates’ competence in making pedagogical changes that support students’ social and academic development. Critical reflection requires preservice educators to continually examine their own potential assumptions and bias in order to make the type of changes necessary to transition into the role of classroom teacher. A study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in three sequential field-based courses. Results demonstrate the developmental impact of reflective practice on teacher candidates to make pedagogical changes and to become self-aware.
Session Format
Presentation
1
Location
Scarbrough Three
Recommended Citation
Slade, Mary L.; Burnham, Tammy; and Catalana, Sarah Marie, "The Developmental Impact of Reflective Practice in Educator Preparation" (2020). SoTL Commons Conference. 108.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/108
The Developmental Impact of Reflective Practice in Educator Preparation
Scarbrough Three
Reflection is a high-impact practice that develops teacher candidates’ competence in making pedagogical changes that support students’ social and academic development. Critical reflection requires preservice educators to continually examine their own potential assumptions and bias in order to make the type of changes necessary to transition into the role of classroom teacher. A study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in three sequential field-based courses. Results demonstrate the developmental impact of reflective practice on teacher candidates to make pedagogical changes and to become self-aware.
