The absence of structure as affordance to support critical reflection?
Abstract: During their studies pre-service teachers are repeatedly asked to reflect. In this contribution we examine to what extent structure may be considered as an affordance that supports critical reflection. 176 reflection assignments of pre-service teachers were used in the analysis, of which 88 conducted with a non-linear approach to reflection and 88 with a linear. The results reveal that the reflection assignments -irrespective of the approach- contained few elements of critical reflection. A one-way ANOVA shows a main effect of an approach to reflection on the degree of critical reflection. Further analysis reveals that students score higher on critical reflection when they reflect with a linear approach than when they reflect with a non-linear approach. To conclude, we first make some methodological remarks and next discuss the practical implications of this current study.
Presider: Emet LaBoone, Food and Drug Administration