Reflective Practice Interventions: Raising Levels of Reflective Judgment

Autor/inn/en	Friedman, Audrey; Schoen, Lea
Titel	Reflective Practice Interventions: Raising Levels of Reflective Judgment
Quelle	In: Action in Teacher Education, 31 (2009) 2, S.61-73 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Preservice Teachers; Field Experience Programs; Reflective Teaching; Intervention; Reflection; Teacher Education Programs; Case Studies; Protocol Materials; Microteaching; Portfolio Assessment; Educational Practices; Critical Thinking + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Case study; Fallstudie; Case Study; Unterrichtsprotokoll; Portfoliobeurteilung; Bildungspraxis; Kritisches Denken
Abstract	Reflective practice is a major focus of teacher preparation programs (Cochran-Smith & Lytle, 1992; Putnam & Borko, 2000; Zeichner, 1986; Zeichner & Liston, 1987), yet Zeichner (1986) asserts that developing reflective practice in preservice teachers has focused primarily on short-term, less systematic interventions and that interventions must be successful with all prospective teachers, not just those who are reflective by nature. The following research explores the use of the reflective judgment model (King & Kitchener, 1994) to explain how preservice teachers reason about ill-structured dilemmas of practice and the potential impact of a multifaceted intervention to raise levels of reflective judgment during field experiences. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10