Professionalism in the context of early care and education has received considerable attention in recent years (Caulfield, 1997; Harte, 2011; Tigistu, 2013). According to the 2010 National Association for the Education of Young Children (NAEYC) Standards for Initial & Advanced Early Childhood Professional Preparation Programs, teacher…

The aim of the current study was to provide descriptions of the nature of pre-service primary teachers' reflection during their student teaching experience. The principal research question that guided the investigation was "what do these pre-service classroom teachers reflect on during their teaching and how is this reflection related to…

This manuscript explores how one teacher educator worked to facilitate preservice teachers' (PSTs) learning across field- and university-based settings. Using socio-cultural learning theory as a lens, the analysis draws on case study data gathered for two PSTs from the same teacher education program (TEP), who experienced proximal, but…

One of the ultimate goals of teacher education programs is to produce highly qualified educators who will be able to teach and inspire students. One way to prepare effective teachers is to include reflection in teacher education programs (Darling-Hammond & Bransford, 2007; Moore, 2012; Schon, 1987). Reflection aids teachers to make…

In this study, the authors examine the content of reflective journals written by six Deaf pre-service teachers during their student teaching in classrooms with hearing students. In doing so, the authors analyze and compare the journal entries to the established literature on student teaching. Results indicate that these student teachers focused on…

This paper reports on the effectiveness of a professional partnership approach to preparing pre-service primary teachers to teach science. The study involved final year BEd pre-service primary teachers at the University of Tasmania, each working in the class of a volunteer colleague teacher. The programme provided an authentic science teaching…

The purpose of the original study was to investigate practicum student teachers' reflectivity. This paper describes the use of a revised version of the Reflective Pedagogical Thinking Scale (Sparks-Langer, et al., 1990) to measure reflectivity. The original scale was used by the developers to assess reflectivity through a structured interview. The…

A university supervisor used a "Stages of Concern" activity to promote reflective practice in preservice teachers. She wanted to show student teachers early in the semester that changes could be predicted, followed, and charted through their practicum to assess professional growth. The "Stages of Concern" model provides an…

Reviews ideas about critical reflection in relation to the student teaching experience and art teacher preparation. Investigates the use of writing as a means for reflection in a study analyzing 19 final reflection essays in order to determine the role of reflection in student teachers' perceptions of their professional development. (CMK)

This paper describes how preservice teachers at Sweden's Linkoping University are prepared to become reflective practitioners. Students participate in a pedagogical seminar group that meets monthly. Within the group, they discuss matters important to all teachers and examine reflective texts that they had to write at the beginning of their teacher…

This study investigated the use of dialog journals and peer response to them in a semester-long student teaching practicum. Subjects were nine teachers of English as a Second Language, focusing on the indicators of peer help occurring in the writing and responses and on evidence that peer responses promote reflection. A number of journal excerpts…

This paper discusses reflective teaching and critical thinking skills in novice teachers and examines potential best practices for the 21st century. The paper shares findings of a 3-year qualitative study regarding the effect of four procedures on the developmental dynamics of reflective teaching and critical thinking skills in beginning teachers.…

This paper describes a reflective thinking model for preservice teachers developed and implemented within one state college's teacher education program. It includes three specific developmental stages. During the foundation stage, students are introduced to and involved in classroom inquiry activities which include dialogue journals,…

Investigated the major characteristics of the professional development of traditional and nontraditional adult student teachers. Data collection over one academic year included observations, interviews, and autobiographical, critically reflective student teacher journals. Results indicated that the student teaching experiences were markedly…

This study examined the efficacy of a student teaching internship component of a teacher education program in fostering the development of reflective practitioners by investigating the experiences of preservice teachers in the program. The study noted the extent to which the various requirements of the student teachers' internships (e.g., journal…