Lindsay McCoy: Class of 2008
Developing high-level reflection skills proves troublesome for some preservice teachers. To examine the potential of an online environment for increasing productive reflection, students in three sequential undergraduate education classes responded to regular online prompts. We coded student comments for productive and unproductive reflection, knowledge integration, and analysis of the four aspects of teaching (learners and learning, subject matter knowledge, assessment and instruction ) as described by Davis, Bain, & Harrington (2001). We adapted a scoring approach recommended by Davis & Linn, (2000); Davis (2003) to analyze what aspects of teaching preservice teachers included, emphasized, and integrated when they reflected on their own beliefs about teaching. Discussion examines the utility of online environments for producing productive preservice teacher reflection.
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Stebick, D., Dittrich, C., Pool, J., McCoy, L. (2007). "Using Technology to Develop Preservice Teachers Reflective Thinking." 5th Annual Conference Proceedings, Hawaii International Conference on Education, Honolulu, Hawaii.