Toward a Taxonomy of Self-Enhancement Techniques in Preservice Teachers' Reflective Writing

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Exploring How Portfolios and Diverse Approaches to Reflection Impact Teacher Professional Growth

Abstract

This research examines the self-enhancement techniques employed by pre-service teachers in written reflections completed on school placement. Drawing on 49 written reflections, the study identified a range of self-enhancement techniques employed in their reflective writing. A tentative taxonomy of techniques used for self-enhancement is proposed: ranging along a continuum from self-criticism to self-praise. The study contends that, contrary to prevailing discourses, self-criticism in reflective writing is not necessarily more ‘honest’ or ‘authentic’. Therefore, efforts at promoting ‘honesty’ and ‘authenticity’ in reflective practice need to pay greater attention to the performative nature of both self-praise and self-criticism in reflective writing.

Authors

• Oliver McGarr, University of Limerick

• Ciarán Ó Gallchóir, University of Limerick