The Relationship Between Instructional Domain and the Content of Reflection Among Preservice Teachers

The Relationship Between Instructional Domain and the Content of Reflection Among Preservice Teachers

Preservice teachers (n=75) wrote reflective essays about their experiences presenting a reflective teaching lesson that illustrated one of four different instructional domains. Analysis of the essays indicates that reflection was similar and stable across the reflective experiences, despite the inst...

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Veröffentlicht in:Teacher education quarterly (Claremont, Calif.) Calif.), 1993-10, Vol.20 (4), p.65-76
Hauptverfasser: Bainer, Deborah L., Cantrell, Diane
Format: Artikel
Sprache:eng
Schlagworte:
Affective Behavior
Clinical experience
Content Analysis
Domain Knowledge
Domain Specific Thinking
Essays
Ethical instruction
Higher Education
Learning rate
Learning styles
Origami
Preservice Teacher Education
Preservice Teachers
Reflectance
Reflective Teaching
Reflective Writing
Teacher education
Teacher Education Curriculum
Teachers
Teaching Experience
Thinking Skills
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Zusammenfassung:Preservice teachers (n=75) wrote reflective essays about their experiences presenting a reflective teaching lesson that illustrated one of four different instructional domains. Analysis of the essays indicates that reflection was similar and stable across the reflective experiences, despite the instructional domain and level. (IAH)
ISSN:0737-5328