Using Scaffolds to Support Preservice Teachers' Pedagogical Reasoning and Adaptive Metacognition in Reflection

• In Event: Online Pedagogies in Teacher Education

Abstract

The main purpose of this mixed-methods study was to examine the impact that different types of reflection prompt scaffolds had on preservice teachers’ problem-solving and pedagogical reasoning processes, metacognitive regulation, and reflective thinking attributes. Participants were pre-service teachers from four sections of an educational technology course in an accredited teacher education program. Two iterations of teaching and reflecting occurred and blog reflections were scaffolded with two different types of prompts (traditional descriptive prompt and critical incident prompt). Quantitative and qualitative data were analyzed and the results from all of the data sources were triangulated. The results of this research revealed that the type of scaffold impacted ill-structured problem-solving and pedagogical reasoning processes, metacognition, and reflective thinking in different ways.

Authors

• Tina Chaseley, Northern Arizona University

• Sara A. Abercrombie, Northern Arizona University

• J.Michael Blocher, Northern Arizona University