Reflective journaling: fostering dispositional development in preservice teachers

Belle, Jeffrey T. La; Belknap, Gabrielle

doi:10.1080/14623943.2015.1134473

Cited by 16 publications

(11 citation statements)

References 32 publications

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“…There has been a wide-ranging amount of research on reflective practice for preservice (novice) instructors who begin understanding and constructing their professional identities (e.g., Everett, 2013;Knapp, 2012;LaBelle & Belknap, 2016;Yoshihara et al, 2020). By utilizing reflection methods in their teacher education program, acquaintances are realized between theory and practice, helping novice instructors associate their education with their real-life teaching experiences (Everett, 2013;Tsui, 2005Tsui, , 2009.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

Almusharraf

Almusharraf²

2021

J Ethn Cult Stud

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Reflection and reflective practices are integral to teacher education; therefore, this study contributes to the growing literature on reflective practice by uncovering gender differences. The study explored the influence of gender differences and teaching experience on postsecondary instructors' conscious reflective teaching practice, using a survey of 226 male and 207 female EFL instructors working in the Kingdom of Saudi Arabia (KSA). The results indicated that females scored higher than males on the total English Language Teaching Reflection Inventory (ELTRI) scores, except on the critical factor of the ELTRI, where males outperformed. The results also revealed that experienced instructor participants had a significantly higher score on the total ELTRI than novice instructor participants. The study proposes a tangible, flexible resource for reflective practices of applied, cognitive, affective, metacognitive, and critical reflection, and offers assistance to counter gender differences. The study recommends designing guides with effective and valid instruments for fostering reflective teaching practices. Policymakers in higher institutions should prepare systematic programs and provide remedial resources and events for instructors to target the most challenging areas for both genders. Future research should also consider other factors, such as the academic degree, cultural background, and linguistic differences that might affect the instructors' knowledge and reflective practice.

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Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

Almusharraf

Almusharraf²

2021

J Ethn Cult Stud

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“…In short, my aim is to widen the scope of discourse about preservice teacher dispositions too often treated as simply a form of policy enactment (Chapman, Forster, & Buchanan, 2013). Here I unpack earlier statements about the naiveté of students who lack the necessary field experience to ground their idealistic, self-identified dispositions (LaBelle & Belknap, 2016). Therein, we were alluding to professional practice within a neoliberal educational culture in which social justice risks becoming an exercise in audited compliance (Giroux, 2015).…”

Section: Ethical and Political Implications Of Reflective Practice Ammentioning

confidence: 97%

“…In addition, we dealt with a tension between our insistence on measuring dispositional growth and our assertion of the importance of care. In this present paper, I will explore any potential contradictions between the philosophical and methodological orientations of our previous research (LaBelle & Belknap, 2016).…”

Section: Ethical and Political Implications Of Reflective Practice Ammentioning

confidence: 99%

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Ethical and political implications of reflective practice among preservice teachers

Belle

2017

Reflective Practice

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“…To move preservice teachers toward this goal of situating their learning and teaching in experiential settings, teacher education programs must articulate the relationship between theory and practice as well as inculcate appropriate dispositional development to foster such integration among the licensure candidates (LaBelle & Belknap, 2016).…”

Section: Ideological Considerationsmentioning

confidence: 99%

A Rationale for Requiring Philosophy of Education in Preservice Teacher Programs

Belle

Belknap

2017

Journal of Education

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To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs in five Midwestern states in the United States revealed that most do not require such a course, hence the need for programs to reconsider how licensure candidates develop their teaching philosophies and review program articulation and course content. This study proposes a fourfold theoretical rationale for requiring philosophy of education of preservice teachers.

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Reflective journaling: fostering dispositional development in preservice teachers

Cited by 16 publications

References 32 publications

Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

Ethical and political implications of reflective practice among preservice teachers

A Rationale for Requiring Philosophy of Education in Preservice Teacher Programs

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