Reflection Activities Within Clinical Experiences: An Important Component of Field-Based Teacher Education

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Author(s): Sarah A. Nagro (George Mason University, USA)and Laurie U. deBettencourt (Johns Hopkins University, USA)
Copyright: 2019
Pages: 22
Source title: Handbook of Research on Field-Based Teacher Education
Source Author(s)/Editor(s): Thomas E. Hodges (University of South Carolina, USA)and Angela C. Baum (University of South Carolina, USA)
DOI: 10.4018/978-1-5225-6249-8.ch024

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

The purpose of this chapter is to explore the importance of reflection activities within clinical experiences that often are prescribed components of field-based teacher education. This chapter will include a review of documented attempts to understand the impact reflection activities have on teacher candidate growth. More specifically, this chapter will review what we know about the emphasis on reflective practice within teacher education and professional practice, what typical reflection activities within a field-based teacher education context are, and how reflective ability is measured within field-based clinical experiences. The chapter finishes with implications and recommendations for research and practice within teacher education.

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Reflection Activities Within Clinical Experiences: An Important Component of Field-Based Teacher Education

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