Measuring Epistemic Processes in Preservice Teachers' Reflections on a Classroom Situation

• In Event: Educational Interventions

Abstract

This study examines preservice teachers’ epistemic (i.e., knowledge-related) processes while they reflect on a pedagogical situation. We develop and apply a coding scheme to compare two modes of reflection commonly used in teacher preparation: individual, written reflection and collaborative, oral reflection. We identify five distinct epistemic processes and three levels of quality and use these categories to compare individual essays and group discussion transcripts of 29 preservice teachers who reflected on a classroom vignette. Our results indicate that our coding scheme can be used for this purpose. In line with previous research into differences between reflection formats, the participants in our sample used different process types and qualities depending on the format in which they explained the classroom situation.

Authors

• Marcus Kindlinger, University of Duisburg-Essen
  Presenting Author

• Ulrike Hartmann, DIPF | Leibniz Institute for Research and Information in Education
  Non-Presenting Author

• Anna-Lena Molitor, University of Wuppertal
  Non-Presenting Author

• Kati Trempler, Bergische University Wuppertal
  Non-Presenting Author

• Helenrose Fives, Montclair State University
  Non-Presenting Author