Promoting Reflection in Teacher Preparation Programs: A Multilevel Model
Source: Teacher Education & Special Education, Vol. 35 Issue 1, p. 7-26. (Feb 2012).
Teacher reflection has been promoted as a necessary tool for educators to sustain responsive instructional practices.
A variety of approaches for integrating inquiry into teaching and reflection in practice emerged from extensive and intensive efforts to reform teacher preparation programs.
Based on those conceptualizations, a three-level model of reflection for preservice students was developed and is described.
The scaffold levels include technical reflection involving a critique of lesson development and delivery, a deliberative level involving interactive journal writing and video-based analysis, and critical reflection involving topical discussion during seminars.