Open Access Graduate Research Paper
This study examined reflective language that preservice teachers engaged in as they structured discourse about their tutorial experiences. Four subjects responded to pre- and postinterviews and a repeated conference questioning frame. Key reflective language from their responses resulted in three broad categories of reflection: Self-Discovery, Instructional Assessment, and Flexibility. Stages of reflective judgment were assigned to each subject at the beginning and at the end of the study, culminating in an overall stage of reflective judgment for each subject. Results reinforced the validity of Korthagen and Wubbels (1991) study on what reflective teachers say and do. The greatest growth was in Self-Discovery, an area that may not be addressed in conventional teacher education. All subjects showed growth in reflective judgment. However, the most growth in reflective judgment was made by subjects not initially using reflective language. Their discussions about practice changed and developed in complexity as a result of their reflective language, signifying the need for reflective discourse to support reflective thinking.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Deborah L. Tidwell
1 PDF file (87 leaves)
©1995 Jeanne Delk Montenier
Montenier, Jeanne Delk, "Reflectivity of preservice teachers' perceptions and practices in a novice instructional environment" (1995). Graduate Research Papers. 2927.