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Promoting Reflection in Teacher Preparation Programs A Multilevel Model
Teacher Education and Special Education (2012)
  • Susan Etscheidt, University of Northern Iowa
  • Christina M. Curran, University of Northern Iowa
  • Candace M. Sawyer
Teacher reflection has been promoted as a necessary tool for educators to sustain responsive instructional practices. A variety of approaches for integrating inquiry into teaching and reflection in practice emerged from extensive and intensive efforts to reform teacher preparation programs. Based on those conceptualizations, a three-level model of reflection for preservice students was developed and is described. The scaffold levels include technical reflection involving a critique of lesson development and delivery, a deliberative level involving interactive journal writing and video-based analysis, and critical reflection involving topical discussion during seminars. Specific examples and discussion guides are presented, and recommendations for special education teacher preparation programs are offered.
  • preservice teacher education,
  • teacher reflection,
  • special education teachers,
  • field experiences
Publication Date
January 2, 2012
Citation Information
Susan Etscheidt, Christina M. Curran and Candace M. Sawyer. "Promoting Reflection in Teacher Preparation Programs A Multilevel Model" Teacher Education and Special Education Vol. 35 Iss. 1 (2012) p. 7 - 26
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