Scaffolding reflection for preservice and inservice teachers
Abstract
Although all teacher education programs worldwide tout the importance of reflection in teaching, few studies, particularly in the field of literacy education, have researched the dimensions of teacher reflection. This study explores the use of scaffolded reflection in two literacy education courses in an urban university in the southwestern United States. Using constant comparative and critical discourse analyses, the preservice and inservice teachers' online and written reflections were analyzed for reflections of and challenges to various education-oriented discourses. Results show that scaffolding helped the students to formulate and articulate their personal belief system but did not substantively help them to challenge larger discourses of teaching, learning, and students
Reference
Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205-218.
Journal
Reflective Practice
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Multiple case study
- Qualitiative
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Content area literacy course
- ELA methods course
Preservice Participants
- Inservice
- Undergraduates (university based program)
Preservice Sample Size
24
Other Participant Data
Duration of Data Collection
Data Sources
- reflections
- Written reflections
Data Analysis Tools
- Constant comparative analysis
- Critical Discourse Analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
The purpose of the present study was to explore the role of scaffolded reflection with preservice and inservice teachers in the context of two university courses.
Is this research question explicit from the manuscript? Yes