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Examining a framework of dialogue e-mails and inquiry into practice to scaffold reflective practice in preservice teachers during their early field experience [electronic resource] /

by Lloyd, Susan L.

Abstract (Summary)
ABSTRACT: This qualitative study focused on the development of reflective practice with preservice teachers through a framework during an early field experience. The framework provided an explicit structure for the preservice teachers to investigate four focus areas (teachers role, active learning, culture, and assessment). The preservice teachers explored a focus area, dialogued via e-mail with a peer, and then discussed their findings in small groups.The preservice teachers were given a pre and post survey that queried them about their beliefs related to the four focus areas and the concept of reflection. Content analysis of the explanatory statements on the survey, dialogue e-mails and written reflections after small group discussions, and focus group interviews guided a systematic examination of the data. The dialogue e-mails and written reflections were also analyzed using a rubric for reflective levels.
Bibliographical Information:

Advisor:

School:University of South Florida

School Location:USA - Florida

Source Type:Master's Thesis

Keywords:teacher education reflection research beliefs interns

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Date of Publication:

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