By instituting a workable definition of reflection consistently across an educator preparation program, teacher educators can increase the likelihood that pre-service teachers will be prepared to engage in meaningful reflection when they begin to lead a classroom on an extended basis.
Verlaan, W. and Verlaan, S. (2015), "Using Video-Reflection with Pre-Service Teachers: A Cautionary Tale", Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice (Literacy Research, Practice and Evaluation, Vol. 5), Emerald Group Publishing Limited, pp. 151-171. https://doi.org/10.1108/S2048-045820150000005014Download as .RIS
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