Inspiring Critical Reflection in Preservice Teachers
Overview & Synopsis
The purpose of this study was to determine the effectiveness of peer-generated feedback versus visual feedback in inspiring preservice physical education teachers to produce reflections that are more critical than technical. The participants were junior-, senior-, and graduate-level health and physical education majors enrolled in an instructional methods course. Upon completion of four required teaching labs, participants were given either peer-generated feedback or a visual record of their teaching. They received reflective prompts and were asked to reflect upon their teaching. Among participants in this study, 61% of more critical, intermediate reflections were based upon visual feedback. Peer-generated feedback produced 73% of technical, novice reflections. It was concluded that visual feedback inspired more critical than technical reflection. (Contains 2 tables.)
eric.ed.gov)
Document Information
| Document Title | Inspiring Critical Reflection in Preservice Teachers |
|---|---|
| Author / Organization | King, Susan E. |
| Subject & Discipline | Feedback (Response), Education Majors, Preservice Teachers |
| Categories | Education & Pedagogy |
| Publication Year | 2008 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-307310 |
| Original Source Link | Visit Source Page on eric.ed.gov » |