A variety of policies originating from Ontario’s Ministry of Education make it clear that education reform requires that teachers reflect on their practice. Despite this, there is little evidence of a common understanding of just what reflection would look like in teacher practice.This means that Initial Teacher Education programs face ambiguous challenges both in producing teachers who can reflect on practice in order to participate in school reform and in
matching program goals regarding reflection to admissions requirements. This study investigated the understanding and evaluation of reflection in an Initial Teacher Education program through interviews with 15 instructors and field partners who had evaluated applicants’ written evidence
of reflection. Differences among participants were evident in the understanding of reflection;however, the overriding theme of conscious attention to and engagement with experience as a vehicle for change was consistent with current literature. Differences in the evaluation of profiles were based on perceptions of how well applicants met the criterion of specificity, which was emphasized in the rubric; what role their judgement should take in evaluation decisions and the knowledge base on which those decisions were made. Participants described an organizational context in their Initial Teacher Education Program in which reflection was encouraged but not formalized or defined in any consistent way, and described opportunities for reflection that resembled informal communities of practice. They articulated some significant dilemmas in the fair evaluation of reflection that were similar to the challenges of school administrators evaluating the reflection required of teachers. The results of the study have implications for admissions policies as well as for creating a culture of reflection and inquiry in an Initial Teacher Education Program or school.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/26435 |
| Date | 01 March 2011 |
| Creators | Thomson, Dianne |
| Contributors | Childs, Ruth A. |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0021 seconds