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Valuing and encouraging critical reflection in pre-service teacher education

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dc.contributor.author Van Halen-Faber, Christine. en_US
dc.date.accessioned 2009-07-09T18:54:44Z
dc.date.available 2009-07-09T18:54:44Z
dc.date.issued 1996-07-09T18:54:44Z
dc.identifier.uri http://hdl.handle.net/10464/2221
dc.description.abstract This qualitative study was designed to investigate aspects related to valuing and encouraging critical reflection in pre-service teacher education. An examination of the place and function of practicum logbooks as used at Covenant Canadian Reformed Teachers' College, a small private college which offers pre-service teacher education formed the core of the research. An analysis of the practicum logbooks written by five student teachers during three different practicum placements was performed at two levels. First, a content analysis served to identify general and specific categories within the practice teaching contextas a learning experience. Secondly, in-depth intuitive and thematic analyses of the entries which related specifically to reflection as a learning experience gave rise to critical questions. Throughout the process, the five participants formed an active and involved group of co-researchers, adding their voices to the narrative of the learning experience. Variables such as personality type, learning style and self-directedness added a dimension which deepened and emiched the study. The result of the study suggests that practicum logbooks form a valuable base for valuing and encouraging critical reflection in pre-service teacher education. The results also suggest that not all students appear to be equally capable of critical reflection. Recognizing that teacher education exists as a continuum appears to support the findings that in their journey along this continuum, student teachers not only move from reflection-on-action to reflection-in-action, but also from content to process to premise reflection. An awareness of contributing factors such as personality type, degree of risk-taking, preferred learning style and self-directedness on the part of teacher-educators will serve to create a climate of trust in which student teachers can safely develop critical reflection, using practicum logbooks as one possible medium. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Critical thinking. en_US
dc.subject Teachers, Training of. en_US
dc.title Valuing and encouraging critical reflection in pre-service teacher education en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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