Enhancing Preservice Teachers’ Professionalism through Daily Teaching Reflections
Datos Bibliográficos
| ID | 16903144 |
|---|---|
| Autores | Rebecca R Robichaux (Mississippi State University), A J Guarino (MGH Institute of Health Professions, autor de correspondencia) |
| Año | 2012 |
| Volumen | 2012 |
| Páginas | 1-3 |
| Fecha de publicación | 2012-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Research International (JOURNAL) |
| Identificadores de la revista | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Editorial | Hindawi Limited (PUBLISHER) |
| DOI | 10.1155/2012/452687 |
| OpenAlex | W2023580887 |
| Idioma | EN |
| Referencias citadas | 5 |
This study assessed the hypothesis that preservice teachers who were required to assemble a portfolio assessment would report greater scores on professionalism as measured by The Student Teaching Reflection Survey (STRS) (Robichaux, 2001) than preservice teachers who were not required to assemble a portfolio assessment. Results from a sample of 510 preservice teachers (232 nonportfolios and 278 portfolios) supported the hypothesis. Assembling a professional portfolio appears to develop more reflective practitioners, which in turn leads to the development of a more effective educator capable of handling the complexities of the teaching profession
Business · Mathematics education · Medical education · Pedagogy · Portfolio · Professional development · Reflection (computer programming) · Sample (material) · Teacher education · Teacher Preparation · Chemistry · Collaborative Teaching and Inclusion · Computer Science · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |