Article
Prospective Teachers' Reflection: Strategies, Qualities, and Perceptions in Learning To Teach Reading
Reading Research and Instruction
(2002)
Abstract
Examines prospective teachers' mental strategies to guide reflections on course content and teaching experiences. Finds that at three university sites, prospective teachers directed their attention to personal experiences and values to guide their reflective work. Draws implications for instruction from an analysis of the power of personal experiences, the developmental nature of reflection, and tendencies to adopt new strategies.
Disciplines
Publication Date
Winter 2002
Citation Information
Kathleen A. Roskos, Victoria J. Risko and Carol Vukelich. "Prospective Teachers' Reflection: Strategies, Qualities, and Perceptions in Learning To Teach Reading" Reading Research and Instruction Vol. 41 Iss. 2 (2002) Available at: http://works.bepress.com/kathleen_roskos/47/