Reflective Thinking Practices of Preservice Teachers: The Role of Videotaped Teaching and Shared Practice Protocols

ID: 48244 Type: Poster/Demo
  1. Daphney L. Curry, Phillip J. Blacklock, and Emily Graves, Midwestern State University, United States
  2. Linda K. Lilienthal, University of Nebraska Kearney, United States

Wednesday, March 23 5:30 PM-7:00 PM Location: Harborside Center View on map

Presider: Mehmet Ali Ozer, New Mexico State University, United States

Abstract: This research explores the reflective practices of preservice teachers that influence professional growth. Specifically, this study analyzes preservice teacher’s professional growth by evaluating the impact of videotaped teaching analyses and shared personal practice protocols on depth and complexity of reflection. Research objectives are to: (a) explore the influence videotaped teaching analyses and shared practice protocols have on the depth and complexity of preservice teacher’s reflective thinking; (b) provide knowledge and insight that informs educators and teaching preparation programs on the benefits of videotaped teaching analyses and shared practice protocols.

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