Reflective Thinking and Growth in Novices' Teaching Abilities

Despite considerable differences in interpretations and agendas, reflective teaching programs are governed by the assumption that thoughtful and critically questioning novices will develop expertise in teaching abilities. However, there is no reported research that specifically examines prospective teachers' reflective thoughts in relation to improvement in teaching. This study examined the relationship between future teachers' reflections and growth in their teaching abilities in an early field placement. Data gathered over one semester from reflective journals and multiple observations were analyzed and descriptive statistics included. Results suggest that teacher preparation programs should foster reflective thinking as an important facet of growth in teaching abilities.