A Comparison and Analysis of Preservice Teachers’ Oral and Written Reflections

The Motivational Changes Pre-Service Agricultural Education Teachers Endure while Facilitating Quality Supervised Agricultural Experiences: A Six-Week Project-Based Learning Experience

“…To this point, we recommend that future investigations test various interventions throughout project-based learning assignments to determine whether learners' motivation could be maintained at a more consistent level. Finally, although the agricultural education literature is rife with evidence concerning the importance of reflection (Baker et al, 2014;Epler et al, 2013;Lambert et al, 2014), more research is needed to identify the types of reflective strategies that might be most useful in assisting pre-service teachers' self-concept to stabilize.…”

Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study

“…The approach taken is similar to that used by education researchers, Erickson and Morningstar (2009) who use quasi-statistics to help the reader better understand their study participants and the frequency of a particular characteristic in their comparative study. Lambert, Sorensen and Elliott (2014) also applied quasi-statistics to make simple counts of the frequency of certain themes and codes that emerged from their interview data. Using a similar technique, we made simple counts of the frequency of categories and themes that emerged, and used these to construct the composite narrative.…”

Agricultural Education Teacher Candidates’ Reflection on the 15-Week Clinical Teaching Internship: A Collective Case Study

“…The addition of a video reflection was intended to provide a more robust reflection on the clinical teaching internship. As Lambert et al (2014) found, verbal interview reflections provide more depth with additional details not shared through written reflections. Reflection can take on many meanings, although Dewey (1933) defines it as an "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of grounds that support it and the further conclusions to which it tends to constitute reflective thought" (p. 118).…”

“…Although many teacher preparation programs claim to be reflective, many do not meet the mark (Rodgers, 2002), leading to the need to be purposeful in the reflective nature of the clinical teaching internship. The implementation of weekly video reflections during the clinical teaching internship provides a focused verbal reflection with the intention of being more purposeful (Lambert et al, 2014).…”