Exploring and Evaluating Levels of Reflection in Pre-Service Early Childhood Teachers

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Nolan, Andrea and Sim, Jenny (2011) Exploring and Evaluating Levels of Reflection in Pre-Service Early Childhood Teachers. Australasian Journal of Early Childhood, 36 (3). pp. 122-130. ISSN 1836-9391

Abstract

Reflection has benefits for teachers, as well as the ability to systematically and deliberately use reflection as a learning tool in professional practice. This requires conscientious development over time in pre-service and post-service courses. Limited research has been conducted into how to address the issue of how to assess reflection when the task is of a subjective and personal nature. A model has been put together to identify and categorise the level of reflection student teachers are engaged in.

Item type Article
URI https://vuir.vu.edu.au/id/eprint/9038
Subjects Historical > Faculty/School/Research Centre/Department > School of Education
Historical > FOR Classification > 1303 Specialist Studies in Education
Historical > SEO Classification > 9305 Education and Training Systems
Keywords ResPubID23382, reflection, learning tool, teaching practice, pre-service courses, post-service courses, reflective evaluation framework
Citations in Scopus 10 - View on Scopus
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