Utilizing Reflection-in-Action Within an Agriscience Education Teacher Preparation Program

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Career and Technical Education Roundtable 1

Abstract

Traditionally, teacher preparation programs utilize reflection on action as a means to develop pre-service teachers’ pedagogical skills. However, using reflection-in-action can foster pedagogical decision-making and discourse around best teaching practices. This phenomenology study sought to explore pre-service teachers’ metacognitive processes during reflection-in-action. Pre-service teachers participated in a reflection-in-action activity, where they reflected on a peer-taught lesson and on their own perceptions. Two themes emerged representing pre-service teacher metacognitive processes and reflection: narrow focus and linear, functional teaching. It is recommended that pre-service education programs integrate a peer observation, reflection-in-action to support development of metacognitive processes in undergraduate students. Future research should continue to explore the impact reflection-in-action has on pre-service teacher development.

Authors

• Amanda Michelle Bowling, The Ohio State University

• Aaron Giorgi, The Ohio State University

• Caryn Filson, The Ohio State University