Reflection Matters: Preparing Effective Teachers for the 21st Century ClassroomsUbiquity: The Journal of Literature, Literacy, and the Arts, Research Strand (2015)
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.
- Tutoring literacy,
- teacher preparation,
- qualitative research,
Publication DateWinter 2015
Citation InformationAlicja 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/