7REP Topic: Reflection and the reflective practitioner
Articles
- Ajayi, L. (2011). Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model. Teacher Education Quarterly, 38(3), 169-189.
- Al Otaiba, S. (2005). How effective is code-based reading tutoring in English for English learners and preservice teacher-tutors? Remedial and Special Education. 26(4). p.245-254. http://dx.doi.org/10.1177/07419325050260040701.
- Alvermann, D. E., Rezak, A. T., Mallozzi, C. A., Boatright, M. D., & Jackson, D. F. (2011). Reflective practice in an online literacy course: Lessons learned from attempts to fuse reading and science instruction. Teachers College Record, 113(1), 27-56.
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Assaf, L. & López, M.M. (2015). Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323-338.
- Asselin, M. (2000). Confronting assumptions: Preservice teachers' beliefs about reading and literature. Reading Psychology, 21(1), 31-55.
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Badger, J. (2010). Assessing reflective thinking: Pre‐service teachers’ and professors’ perceptions of an oral examination. Assessment in Education: Principles, Policy & Practice, 17(1), 77-89. http://dx.doi.org/10.1080/09695940903076022
- Baker, E. A. & Wedman, J. M. (2000). Lessons learned while using case-based instruction with preservice literacy teachers. In T. Shannahan & F. V. Rodriguez-Brown (Eds). 49th Yearbook of the National Reading Conference, (pp 122-136). Chicago, Ill: National Reading Conference.
- Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
- Basmadjian, K. G. (2008). Watching what we say: Using video to learn about discussions. English Education, 41(1), 13-38.
- Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205-218.
- Bennett, S.V. (2012). Effective facets of a field experience that contributed to either preservice teachers' developing understandings about culturally responsive teaching. Urban Education, 48(3), 380-419.
- Bokhorst-Heng, W. D., Flagg-Williams, J. B., & West, S. (2014). The palimpsest layers of pre-service teachers’ literacy autobiographies. Pedagogies, 9(4), 343-364. doi:10.1080/1554480X.2014.951652
- Boreen, J., & Niday, D. (2000). Breaking through the isolation: Mentoring beginning teachers. Journal of Adolescent & Adult Literacy, 44(2), 152-163.
- Brock, C., Case, R., & Taylor, S. (2013). Dilemmas in guiding pre-service teachers to explore literacy instruction and diversity. Teacher Education Quarterly, 40(1), 81-100.
- Brock, C. H., Moore, D. K., & Parks, L. (2007). Exploring pre-service teachers’ literacy practices with children from diverse backgrounds: Implications for teacher educators. Teaching and Teacher Education, 23(6), 898-915. http://dx.doi.org/10.1016/j.tate.2006.02.002
- Burn, K., Hagger, H., Mutton, T., & Everton, T. (2003). The complex development of student-teachers' thinking. Teachers and Teaching: Theory and Practice, 9(4), 309-331.
- Chung, H. Q., & van Es, E. A. (2014). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice, 20(2), 113-135.
- Ciminelli, M. R. (2014). Preservice Teachers Ponder the Power of Poetry. In L. Haling & R. Seglem (Eds.), Yearbook of the American Reading Forum (Vol. 34, pp. 1–13). American Reading Forum.
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Coombs, D., & Ostenson, J. (2014). Pulling back the curtain: Engaging preservice teachers in expert practices of evaluation and reflection. English Journal, 103(6), 45.
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Coulter, C., Michael, C., & Poynor, L. (2007). Storytelling as pedagogy: An unexpected outcome of narrative inquiry. Curriculum Inquiry, 37(2), 103–122. https://doi.org/10.1111/j.1467-873X.2007.00375.x
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Cumming-Potvin, W. (2009). Social justice, pedagogy and multiliteracies: Developing communities of practice for teacher education. Australian Journal of Teacher Education, 34(3).http://dx.doi.org/10.14221/ajte.2009v34n3.4
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Daisey, P. (2009). The reading experiences and beliefs of secondary pre-service teachers. Reading Horizons 49 (2), 167–90.
- Damico, N., & Krutka, D. G. (2018). Social media diaries and fasts: Educating for digital mindfulness with pre-service teachers. Teaching and Teacher Education, 73, 109-119.
- Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal Of Teacher Education, 41(2), 159-172. http://dx.doi.org/10.1080/1359866X.2013.777025
- Dong, Y. R. (2008). Productive tensions: Student teachers' handling of sociocognitive conflicts during the classroom discussion. English Education, 40(3), 231-255.
- Dozier, C. L. & Rutten, I. (2005). Responsive teaching toward responsive teachers: Mediating transfer through intentionality, enactment, and articulation. Journal of Literacy Research, 37(4), 459-492. http://dx.doi.org/10.1207/s15548430jlr3704_3
- Eilam, B., & Poyas, Y. (2009). Learning to teach: Enhancing pre-service teachers’ awareness of the complexity of teaching-learning processes. Teachers and Teaching: Theory and Practice, 15(1), 87-107.
- Frambaugh-Kritzer, C., Stolle, E.P. (2011). (Re)conceptualizing Content Area Literacy: Encouraging pre-service and in-service teachers to Explore Interdisciplinary Instruction. In Dunston, P. J., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R, & Bates, C. C. (Eds.), 60th Literacy Research Association Yearbook. (pp. 144-155). Oak Creek, WI: Literacy Research Association Conference.
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Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1–11. http://doi.org/10.1016/j.tate.2013.10.012
- Gibson, K. M. (2010). Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning. Issues in Teacher Education, 19(1), 109-120.
- Griffith, R. (2017). Preservice teachers' in‐the‐moment teaching decisions in reading. Literacy, 51(1), 3-10. https://doi.org/10.1111/lit.12097
- Grisham, D. L., & Brink, B. (2000). Model Classrooms: A Theory to Practice Link for Preservice Teacher Education. Journal of Reading Education, 26(1), 1-8.
- Grisham, D. L., & Wolsey, T. D. (2011). Writing instruction for teacher candidates: Strengthening a weak curricular area. Literacy Research and Instruction, 50(4), 348-364.
- Hall, L. A. (2009). “A necessary part of good teaching”: Using book clubs to develop preservice teachers’ visions of self. Literacy Research and Instruction, 48, 298-317. doi: 10.1080/19388070802433206
- Hallman, H. L. (2012). Community-based field experiences in teacher education: possibilities for a pedagogical third space. Teaching Education, 23(3), 241-263.
- Hart, S. M., & King, J. R. (2007). Service learning and literacy tutoring: Academic impact on pre-service teachers. Teaching and Teacher Education, 23(4), 323-338. http://dx.doi.org/10.1016/j.tate.2006.12.004
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Hayden, H.E. & Chiu, M.M. (2013). Lessons learned: Supporting the development of reflective practice and adaptive expertise. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, A.H. Cole, D. Herro & K.N. Headley (Eds.), The 62nd Yearbook of the Literacy Research Association (pp. 345-359). Altamante Springs, Florida: Literacy Research Association.
- Heller, M., Wood, N. J., & Shawgo, M. (2007). Teaching and learning language arts: From campus to classroom and back again, The Journal of Educational Research, 100(4), 226-234.
- Hoffman, J. V., Maloch, B., Mosley Wetzel, M., Taylor, L., Pruitt, A., Greeter, E., & Khan Vlach, S. (2014). Coaching with care in a preservice literacy teacher education program: A design/development study. Exploring the world of literacy: The Association of Literacy Educators & Researchers (ALER) yearbook, 36, 119-138.
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Hughes, J. E., Packard, B. W.-L., & Pearson, P. D. (2000). Preservice teachers’ perceptions of using hypermedia and video to examine the nature of literacy instruction. Journal of Literacy Research, 32(4), 599–629. https://doi.org/10.1080/10862960009548097
- Hughes, J. E., Packard, B. W. L., & Pearson, P. D. (2000). The role of hypermedia cases on preservice teachers' views of reading instruction. Action in Teacher Education, 22(sup2), 24-38.
- Hughes, M. T., Parker-Katz, M., & Balasubramanian, A. (2013). Learning to teach literacy through collaborative discussions of student work. Teachers and Teaching: Theory and Practice, 19(5), 543-558.
- Johnson, G. (2001). Accounting for pre-service teachers' use of visual metaphors in narratives. Teacher Development: An International Journal of Teachers' Professional Development, 5(1), 119-140.
- Kaplan, D. S. (2001). Preservice reading teachers' self-awareness of past learning and development as motivation for continued learning. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 300-310), Chicago, Ill: National Reading Conference.
- Kaplan, D. S., Rupley, W. H., Sparks, J., & Holcomb, A. (2007). Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating reflective thinking: A study of preservice teachers. Journal of Literacy Research, 39(3), 357-387. http://dx.doi.org/10.1080/10862960701613136
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Kaufman, D. K. (2009). A teacher educator writes and shares: Student perceptions of a publicly literate life. Journal of Teacher Education, 60(3), 338–350. https://doi.org/10.1177/0022487109336544
- Kim, Y., Turner, J.D. & Mason, P.A. (2015). Getting into the zone: Cases of student-centered multicultural literacy teacher education. Action in Teacher Education, 37:2, 102-119, DOI: 10.1080/01626620.2015.1013162
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Knight, S. D. (2011). Using narrative to examine positionality: Powerful pedagogy in English education. English Teaching: Practice & Critique (University of Waikato), 10(2), 49–64.
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Krutka, D. G., Bergman, D. J., Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40, 83–93.
- Lohfink, G. (2014). The impact of a school-university multicultural read-aloud project on pre-service teachers’ pedagogical understandings. School-University Partnerships, 7(2), 34-47.
- Lysaker, J., McCormick, K., & Brunette, C. (2004). Hope, happiness, and reciprocity: A thematic analysis of preservice teachers' relationships with their reading buddies. Reading Research and Instruction, 44(2), 21-45. http://dx.doi.org/10.1080/19388070409558425
- Macgillivray, L., & Freppon, P. (2000). Reflections over time: Preservice teachers' images of their first year of teaching. Action in Teacher Education, 22(2), 122-132.
- Maloch, B., Mosley Wetzel, M., Hoffman, J., Taylor, L., Pruitt, A., Khan Vlach, S., & Greeter, E. (2015). The appropriation of the coaching with CARE model with preservice teachers: The role of community. Literacy Research: Theory, Method, and Practice, 64(, 339-358.
- Martin, S. D., & Dismuke, S. (2015). Teacher candidates' perceptions of their learning and engagement in a writing methods course. Teaching and Teacher Education, 46, 104-114. http://dx.doi.org/10.1016/j.tate.2014.11.002 0742-051X
- Martin, S. D., Chase, M., Cahill, M. A., & Gregory, A. E. (2011). Minding the gate: Challenges of high-stakes assessment and literacy teacher education. New Educator, 7, 352-370. doi: 10.1080/1547688X.2011.619949
- Massey, D. (2003). Preservice teachers as tutors: Influences on tutoring on whole-class literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 52nd yearbook of the National Reading Conference (pp. 259-271). Oak Creek, WI: National Reading Conference.
- McLean, C. A., & Rowsell, J. (2013). (Re) designing literacy teacher education: a call for change. Teaching Education, 24(1), 1-26.
- Merino, B. J., & Holmes. (2006). Student teacher inquiry as an "entry point" for advocacy. Teacher Education Quarterly, 33(3), 79-96.
- Morgan, D., Timmons, B. & Shaheen, M. (2006). Tutoring: A personal and professional space for preservice teachers to learn about literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 55th yearbook of the National Reading Conference (pp. 212-223). Oak Creek, WI: National Reading Conference.
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Mosley, M. (2010). Becoming a literacy teacher: Approximations in critical literacy teaching. Teaching Education, 21(4), 403–426. http://doi.org/10.1080/10476210.2010.514900
- Mosley Wetzel, M., Hoffman, J. V., Roach, A. K., & Russell, K. (2018). Practical knowledge and teacher reflection from a practice-based literacy teacher education program in the first years: A longitudinal study. Teacher Education Quarterly, Winter, 87-111.
- Mosley Wetzel, M., Maloch, B., Hoffman, J., Taylor, L., Khan Vlach, S., & Greeter, E. (2015). Developing mentoring practices through video-focused responsive discourse analysis. Literacy Research: Theory, Method, and Practice, 64, 359-379.
- Nicholson, S. A., & Bond, N. (2003). Collaborative reflection and professional community building: An analysis of preservice teachers' use of an electronic discussion board. Journal of Technology and Teacher Education, 11(2), 259-279.
- Noel, K. (2000) ‘Experiencing the Theory': Constructivism in a pre-service teacher preparation program, Teachers and Teaching: Theory and Practice, 6(2), 183-196.
- Oboler, E. S., & Gupta, A. (2010). Emerging theoretical models of reading through authentic assessments among preservice teachers: Two case studies. Reading Matrix: An International Online Journal, 10(1).
- Park, G., Rinke, C., & Mawhinney, L. (2016). Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates. Teacher Development, 20(5), 648-666.
- Pendergast, M., May, L., Bingham, G., Kurumada, K.S. (2015). Acquiring responsive practices: Preservice teachers learn to conduct interactive read-alouds. Action in Teacher Education, 37 (1), 65-81. http://dx.doi.org/10.1080/01626620.2014.969851
- Poldner, E., Van der Schaaf, M., Simons, P.R-J., Van Tartwijk, & Wijngaards, G. (2014). Assessing student teachers' reflective writing through quantitative content analysis. European Journal of Teacher Education, 37(3), 348–373,
http://dx.doi.org/10.1080/02619768.2014.892479
- Pytash, K. E. (2012). Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing. Journal of Adolescent & Adult Literacy, 55(6), 527–538.
- Richards, J. C. . (2018). Applying Social Cognitive Theory to Position Literacy Teacher Candidates as Self-Described Learners and Teachers: Formatted in PechaKucha “Manuscript Style.” Literacy Practice & Research, 44(1), 26–31. Retrieved from http://search.ebscohost.com.ezproxy.lib.utexas.edu/login.aspx?direct=true&db=eue&AN=134589278&site=ehost-live
- Richards, J. & Brumfield, D. (2003). Three steps forward, one step back: Two preservice teachers learn to teach in consecutive, field‐based literacy courses. Reading Research and Instruction, 42(2), 63-84. http://dx.doi.org/10.1080/19388070309558386
- Richards, J. C. (2005). Integrating sign systems in two field-based literacy methods classes: Preservice teachers' problems and perplexities. Journal of Reading Education, 31(1), 5-12.
- Risko, V., Roskos, K., & Vukelich, C. (2002). Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading. Reading Research and Instruction, 41(2), 149-175. http://dx.doi.org/10.1080/19388070209558363
- Roehrig, A. D., Guidry, L. O., Bodur, Y., Guan, Q., Guo, Y., & Pop, M. (2008). Guided field observations: Variables related to preservice teachers' knowledge about effective primary reading instruction. Literacy Research and Instruction, 47(2), 76-98.
- Rosaen, C. L., Lundeberg, M., Terpstra, M., Cooper, M., Fu, J., & Niu, R. (2009). Seeing through a different lens: What do interns learn when they make video cases of their own teaching?. The Teacher Educator, 45(1), 1-22.
- Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences?. Journal of Teacher Education, 59(4), 347-360.
- Rosaen, C. L., Lundeberg, M., Terpstra, M., Cooper, M., Niu, R., & Fu, J. (2010). Constructing videocases to help novices learn to facilitate discussions in science and English: How does subject matter matter? Teachers and Teaching: Theory and Practice, 16(4), 507-524.
- Rosenthal, J. L., Donnantuono, M., Lebron, M., & Flynn, C. (2017). Children's literacy growth, and candidates' and teachers' professional development resulting from a PDS-based initial certification literacy course. School-University Partnerships, 10(1), 57-65.
- Roskos, K., & Boehlen, S. (2001). Enhancing teachers' awareness of their instructional talk in the teaching of reading: Differential features of self-assessment. Action in Teacher Education, 22(4), 59-74.
- Sabatini McLoughli, A. & Maslak, M.A. (2003) Prospectiveteachers’ perceptions of development during fieldwork: Tutoring as a vehicle for professional growth, The Teacher Educator, 38:4, 267-284, DOI: 10.1080/08878730309555323
- Sailors, M., Keehn, S., Harmon, J., Hedrick, W., Fine, J., & Eldridge, D. (2004). Features of early field experience at sites of excellence in reading teacher education programs. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 53rd yearbook of the National Reading Conference (pp. 342-355). Oak Creek, WI: National Reading Conference.
- Scherff, L. (2012). “This Project Has Personally Affected Me”: Developing a Critical Stance in Preservice English Teachers. Journal of Literacy Research (44); 200-236.
- Scott, S.E., Kucan, L., Correnti, R. & Miller, L.A. (2013). Using video records to mediate teaching interns’ critical reflection. Journal of Technology and Teacher Education, 21(1), 119-145. Chesapeake, VA: Society for Information Technology & Teacher Education.
- Singer, N., & Zeni, J. (2004). Building bridges: Creating an online conversation community for preservice teachers. English Education, 37(1), 30-49.
- Skerrett, A., Warrington, A.S., Adonyi Pruitt, A. (2014). Tools and Processes for Building Racial Knowledge on Teacher Education Blogs. In P. J. Dunston & S. K. Fullerton (Eds.) 63rd Yearbook of the Literacy Research Association (pp. 191-202). Oak Creek, WI: Literacy Research Association.
- Smith, M. (2005). Helping preservice teachers develop habits of inquiry: Can it be done?. Reading Research and Instruction, 45(1), 39-68. http://dx.doi.org/10.1080/19388070509558441
- Smith, M. (2009). Learning how to teach reading: A tale of two beginners and the factors that contributed to their vastly different teaching perspectives. Reading Improvement , 46 (4), 247-262.
- Szecsi, T., Spillman, C., Vázquez-Montilla, E., & Mayberry, S. C. (2010). Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature. Multicultural Education, 17(4), 44-48.
- Tanner, S. J., & Berchini, C. (2017). Seeking rhythm in white noise: working with whiteness in English education. English Teaching: Practice & Critique, 16(1), 40–54. https://doi.org/10.1108/ETPC-11-2016-0143
- Ticknor, A. S. (2015). Critical considerations in becoming literacy educators: Pre-service teachers rehearsing agency and negotiating risk. Teaching Education, 26(4), 383–399. doi: 10.1080/10476210.2015.1034678
- Ulusoy, M. (2016, March 16). Field experiences in teacher education: the perceptions and qualities of written reflections. Teaching in Higher Education. Informa UK Limited. https://doi.org/10.1080/13562517.2016.1160215
- Uzum, B., Petrón, M., & Berg, H. (2014). Pre-service feachers’ first foray into the ESL classroom: Reflective practice in a service learning project. TESL-EJ, 18(3), 1-15.
- Van Sluys, K., Laman, T. T., Legan, N., & Lewison, M. (2005). Critical literacy and preservice teachers: Changing definitions of what it might mean to read. Journal of Reading Education, 31(1), 13-22.
- Wall, D. J., & Hurie, A. H. (2017). Post-observation conferences with bilingual pre-service teachers: revoicing and rehearsing. Language and Education, 31(6), 543-560. https://doi-org.ezproxy.lib.utexas.edu/10.1080/09500782.2017.1417996
- Wold, L. S., & Reitsma, J. (2006). Preservice Literacy Teaching: An Opportunity to Develop Decision-Making Practices for Quality Instruction. Journal of Reading Education, 31(3), 11-20.
- Worthy, J., & Patterson, E. (2001). “I can't wait to see Carlos!”: Preservice teachers, situated learning, and personal relationships with students. Journal of Literacy Research, 33(2), 303-344.
- Zanting, A., Verloop, N., & Vermunt, J. D. (2003). How do student teachers elicit their mentor teachers' practical knowledge? Teachers and Teaching: Theory and Practice, 9(3), 197-211.