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Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Article

, The University of Wyoming, United States ; , The University of Georgia, United States

Journal of Technology and Teacher Education Volume 17, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience through electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to broaden their definitions and observations of active student engagement, re-examine and modify teaching conclusions based on classroom evidence, and formulate improvement plans for future implementations. This paper provides results of this study as well as implications for future research using electronic portfolios to systematically inquire into teaching practices through reflection.

Citation

Shepherd, C. & Hannafin, M. (2009). Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection. Journal of Technology and Teacher Education, 17(2), 229-251. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 20, 2019 from .

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