Developing reflective practice in teacher candidates through program coherence

Kathryn L. Allen; Katherine Brodeur; Madeleine Heins Israelson; Keitha-Gail Martin-Kerr; Lisa Ortmann; Debra S. Peterson

doi:10.20343/teachlearninqu.6.2.7

Authors

Kathryn L. Allen University of Wisconsin-Oshkosh
Katherine Brodeur Bowling Green State University
Madeleine Heins Israelson College of Saint Benedict/St. John's University
Keitha-Gail Martin-Kerr University of Minnesota
Lisa Ortmann University of North Dakota
Debra S. Peterson University of Minnesota

DOI:

https://doi.org/10.20343/teachlearninqu.6.2.7

Keywords:

reflection, teacher education, pedagogy

Abstract

In this study, we explored the role of reflection at three stages of preparation across a teacher education program. Reflection has long been considered an essential aspect of professional practice for teaching; however, reflection is often vague and undefined. Through an examination of the opportunities we provided for our students to reflect, and systematic analysis of the levels of reflection our students engaged in, we found that the development of reflective practices could be understood and aligned across a professional preparation program. Furthermore, we considered our own pedagogical practices related to modality, prompting, scaffolding, assignment structure, and feedback in our analysis of a variety of student reflection artifacts, in order to understand the potential impact of our own pedagogical decisions across the program. Findings suggest that the program provided modeling and structures for reflection early on, encouraged the inclusion of multiple perspectives in relation to professional practice, and supported a synthesis of student learning of theory and practice as preservice teachers approached program completion. This article offers reflection as a tool for exploring issues of professional growth across a continuum of development.

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Author Biographies

Kathryn L. Allen, University of Wisconsin-Oshkosh

Kathryn L. Allen is an assistant professor in the Department of Literacy and Language at the University of Wisconsin Oshkosh (USA). Her research interests include teacher learning and the integration of technology in literacy education

Katherine Brodeur, Bowling Green State University

Katherine Brodeur is an assistant professor in the School of Teaching and Learning at Bowling Green State University (USA). Her research interests include teacher learning and adolescents who experience difficulty with school literacies.

Madeleine Heins Israelson, College of Saint Benedict/St. John's University

Madeleine Heins lsraelson is an assistant professor at the College of Saint Benedict/St. John’s University (USA). Her research interests include social justice and equity in teacher preparation and the integration of technology in literacy teaching and learning.

Keitha-Gail Martin-Kerr, University of Minnesota

Keitha-Gail Martin-Kerr is a Lecturer in the Department of Curriculum and Instruction at the University of Minnesota (USA). Her research interest is in the area of literacy pedagogy in and out of school settings.

Lisa Ortmann, University of North Dakota

Lisa Ortmann is Assistant Professor of Literacy Education at The University of North Dakota (USA). Her research focuses on teacher preparation and development and K-12 disciplinary literacy instruction.

Debra S. Peterson, University of Minnesota

Debra S. Peterson is a Senior Education Specialist at Minnesota Center for Reading Research at the University of Minnesota (USA). Publications include articles in Reading Research Quarterly, Elementary School Journal, and the Reading Teacher. Awards include the International Literacy Association Albert I Harris award for reading research.

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