This study examined the way in which student teachers characterized the concept of reflection. An adapted phenomenological procedure was employed utilizing Flanagan's critical incident technique to gather data through interviews of a small sample of student teachers at the conclusion of their clinical teaching experience. Critical incidents and reflections on critical incidents were analyzed. The dilemmas inherent in the critical incidents and the resolutions of those dilemmas were explored.The basic premise behind reflective practice is that an individuala#39;s practice is guided by what he or she has learned from previous practice. One example might be when a student teacher modifies a lesson and then reteaches it. Reflectiveanbsp;...
|Title||:||The Characterization of Reflection by Student Teachers Using the Critical Incident Technique|
|Publisher||:||ProQuest - 2007|