Reflection and the Electronic Portfolio: The Nature and Quality of Preservice Teachers' Reflective Writing

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Robbins, H. (2004). Reflection and the Electronic Portfolio: The Nature and Quality of Preservice Teachers' Reflective Writing. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 222-227). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11978.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Holly Robbins, The University of North Carolina at Greensboro, USA

Abstract

This paper describes a content analysis of 10 preservice teachers' electronic portfolios undertaken in an effort to understand the nature and depth of the reflective essays. Using The Reflection Cycle and Dewey's (1933) notion of critical reflection, the reflective writings were characterized in terms of questions addressed and level of reflective thought. Findings suggest The Reflection Cycle provides structure for reflective writing although the nature of the assignment may preclude an in-depth focus on students. Reflection tended to be very descriptive in nature and was more "tell" than "show." While two new categories of teacher reflection surfaced in the analysis, a dearth of reflection was noted regarding the cultural diversity of students and the ethical dimensions of schooling.

Keywords

• Teachers

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