Reflection Without Practice: Development of Reflective Thinking by Preservice Teachers in an Introductory Course In Curriculum, Instruction, and Technology

• In Event: TED - Reflective Practices in Teacher Education

Short Description

This presentation describes our research with preservice teachers (PSTs) engaged in an introductory course in curriculum, instruction, and technology. We will highlight the pedagogical innovations we have employed to stimulate PSTs to engage in meaningful reflection prior to the commencement of their student teaching experiences. We will describe learning experiences employing instructional technology for lesson design and a radical grading scheme in the course, and examine the impact of those practices on PST reflective writing.

Authors

• Frederick Nelson, California State University, Fresno

• Alice Keeler, Boise State University