Informal reflection in pre‐service teacher education

Considering the first year: reflection as a means to address beginning teachers’ concerns

“…Rather than dismissing teacher preparation programs as influential to their teaching, beginning teachers should see their preparation as providing the opportunity to reflect upon the issues and experiences that matter to their development as teachers (Flores & Day, 2006). To that end, teacher educators should experiment with various forms and types of reflection during teacher preparation, allowing preservice teachers to experience a range of reflective practices first-hand, from critical reflection (Larrivee, 2000) to informal reflection (Shoffner, 2008), from anticipatory reflection (Conway, 2001) to reflection-in-action (Schön, 1987), from reflection journals (Francis, 1995) to reflective online discussions (Nicholson & Bond, 2003).…”

University mentors’ views on reflective practice in microteaching: building trust and genuine feedback

“…Hobbs (2007) also doubts whether these kinds of reflective practice are likely to encourage authentic reflection in PSTs. Hobbs refers to this phenomenon as PSTs' tendency for a 'strategic response' by making an impression that their reflection is of a 'high quality' (see also, Schoffner, 2008). As PSTs may be aware that their reflection would be read by their lecturers whom they often view as an 'assessor' rather than 'facilitator' (cf.…”

“…But it is worth considering that such collaborative reflection, which is arguably enhanced in collectivist culture, seems evident also across other cultures. For example, a number of researchers find that reflection through collaborative group discussion can facilitate professional learning (e.g., Fazio, 2009;Ottesen, 2007;Schoffner, 2008).…”

Problem Solving and Critical Inquiry in the Written and Oral Reflections of Middle School Preservice Teachers’ Classroom Experiences

“…Reflection can also be a valuable, cognitive process that enhances deeper understanding of multiple nuances of situation, contexts, and meaning (Ash & Clayton, 2004;Shoffner, 2008;Zeichner, 1995). Dewey's (1916) early conception of critical reflection provided the groundwork for later research on teacher reflection.…”