Source: Teaching and Teacher Education, Volume 25, Issue 5, pages 609-616 (July 2009).
This article describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education program. The authors used a rubric presented by Ward and McCotter, (2004) and supported by an online discussion forum. This rubric was used in a meta-analysis activity where students identified the quality of critical reflection in their lesson evaluations. The evidence suggests that the activity can result in a qualitative improvement in the nature of critical reflection. The intervention also appeared to generate a growing acknowledgement by students that writing lesson evaluations, is a valuable process which can enhance their practice.
Reference
Ward, J., & McCotter, S. (2004). Reflection as a visible outcome for preservice teachers. Teaching & Teacher Education: An International Journal of Research and Studies, 20(3), 243-257.