Document Type
Article
Publication Date
4-2022
Publisher
Teaching and Teacher Education
DOI
https://doi.org/10.1016/j.tate.2022.103634
Abstract
While reflection is generally considered an important part of becoming a teacher, there is no consensus regarding how reflection assignments might be best incorporated into teacher education programs. In this multiple case study, we examine the writing of early-childhood (P-3) preservice teachers who were asked to write either reflections or analytic notes. Using a constant comparative analysis, we found that when asked to write analytic notes rather than reflections, preservice teachers tended to use more evidence to support their claims, but often used language that erased their interpersonal relationships with students. Implications for preservice teacher education programs are discussed.
Recommended Citation
Ridley, J., Rowe, L. W., Burkowski, M., & Hikida, M. (2022). From reflection to analysis: Languaging literacy teaching and learning. Teaching and Teacher Education, 112, 103634. doi.org/10.1016/j.tate.2022.103634
Included in
Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons