Article
Reflection Matters: Preparing Effective Teachers for the 21st Century Classrooms
Ubiquity: The Journal of Literature, Literacy, and the Arts, Research Strand
(2015)
Abstract
The current study examined thirty-four teacher candidates’ field reflections, written during their tutoring literacy experiences in their preparation programs for evidence of their developing reflective thinking skills and teaching skills. A qualitative approach was utilized for data collection and analysis. Results indicated four major themes in the teacher candidates’ developing reflective thinking skills and teaching skills, including focus on apprehension, confidence, rapport, and humor. Implications resulting from this study for future research and practice are discussed.
Keywords
- Tutoring literacy,
- teacher preparation,
- reflection,
- qualitative research,
- humor
Disciplines
Publication Date
Winter 2015
Publisher Statement
Published in Ubiquity: The Journal of Literature, Literacy, and the Arts, Research Strand, Vol.2 No.2, Winter
2015
Citation Information
Alicja Rieger and Gina M Doepker. "Reflection Matters: Preparing Effective Teachers for the 21st Century Classrooms" Ubiquity: The Journal of Literature, Literacy, and the Arts, Research Strand Vol. 2 Iss. 2 (2015) p. 116 - 159 Available at: http://works.bepress.com/gina-doepker/7/