How Do Prompts Shape Teacher Reflection? Compositions and Themes in Guided Preservice Teacher Reflection

• In Event: Issues in Preservice Teacher Education: Identity, Beliefs, and Praxis

Abstract

Despite popularity, we know little about how to guide reflection to promote preservice teacher learning. This study explores how three types of directed prompts have shaped preservice teacher reflection in an online technology integration class. A total of 21 preservice teachers’ written reflections at the end of the semester are coded at the sentence level as descriptive, assertive, evaluative, or anticipatory comments. Descriptive analysis on compositions of reflection and themes that emerged from each reflection category are reported. An abductive approach is used to propose plausible explanations for the quantitative and qualitative differences analyzed across prompt types. Implications for teacher educators and teacher reflective learning are discussed.

Authors

• Jiyoon Jung, Valdosta State University

• Ya-Huei Lu, Carroll University

• Ai-Chu Elisha Ding, Ball State University