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dc.contributor.authorJohnson, GC
dc.contributor.editorG Morine, Michael J Dunkin, N L Gage
dc.date.accessioned2017-05-03T13:06:16Z
dc.date.available2017-05-03T13:06:16Z
dc.date.issued2004
dc.identifier.issn0742-051X
dc.identifier.doi10.1016/j.tate.2004.04.009
dc.identifier.urihttp://hdl.handle.net/10072/5083
dc.description.abstractAs the standards movement progresses, efforts to encourage reflection by student teachers are often undermined. In this piece, we analyze exemplars of student teacher reflection coming from two very different approaches to outcomes-based teacher preparation. We use these exemplars to develop a rubric that illuminates the dimensions and qualities of reflection. This rubric helps clarify how meaningful reflection and an emphasis on learning are not incompatible if the focus is placed on the process of learning, rather than on outcomes alone. Finally, we contend that engagement in the process of reflection and reflection on the moral enterprise of teaching can be considered as important outcomes in their own right.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherPergamon
dc.publisher.placeUK
dc.relation.ispartofpagefrom423
dc.relation.ispartofpageto434
dc.relation.ispartofjournalTeaching & Teacher Education
dc.relation.ispartofvolume20
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.titleReconceptualising the visual in narrative inquiry into teaching
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2015-05-11T00:49:59Z
gro.hasfulltextNo Full Text
gro.griffith.authorJohnson, Greer


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