Promoting Reflection in Teacher Preparation Programs

Abstract

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. Specific examples and discussion guides are presented, and recommendations for special education teacher preparation programs are offered.