Reconceptualising the visual in narrative inquiry into teaching
Author(s)
Johnson, GC
Griffith University Author(s)
Year published
2004
Metadata
Show full item recordAbstract
As the standards movement progresses, efforts to encourage reflection by student teachers are often undermined. In this piece, we analyze exemplars of student teacher reflection coming from two very different approaches to outcomes-based teacher preparation. We use these exemplars to develop a rubric that illuminates the dimensions and qualities of reflection. This rubric helps clarify how meaningful reflection and an emphasis on learning are not incompatible if the focus is placed on the process of learning, rather than on outcomes alone. Finally, we contend that engagement in the process of reflection and reflection on the ...
View more >As the standards movement progresses, efforts to encourage reflection by student teachers are often undermined. In this piece, we analyze exemplars of student teacher reflection coming from two very different approaches to outcomes-based teacher preparation. We use these exemplars to develop a rubric that illuminates the dimensions and qualities of reflection. This rubric helps clarify how meaningful reflection and an emphasis on learning are not incompatible if the focus is placed on the process of learning, rather than on outcomes alone. Finally, we contend that engagement in the process of reflection and reflection on the moral enterprise of teaching can be considered as important outcomes in their own right.
View less >
View more >As the standards movement progresses, efforts to encourage reflection by student teachers are often undermined. In this piece, we analyze exemplars of student teacher reflection coming from two very different approaches to outcomes-based teacher preparation. We use these exemplars to develop a rubric that illuminates the dimensions and qualities of reflection. This rubric helps clarify how meaningful reflection and an emphasis on learning are not incompatible if the focus is placed on the process of learning, rather than on outcomes alone. Finally, we contend that engagement in the process of reflection and reflection on the moral enterprise of teaching can be considered as important outcomes in their own right.
View less >
Journal Title
Teaching & Teacher Education
Volume
20
Subject
Education systems
Curriculum and pedagogy
Specialist studies in education