Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection

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Shepherd, C. & Hannafin, M. (2009). Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection. Journal of Technology and Teacher Education, 17(2), 229-251. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28189.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 17, Issue 2, April 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Craig Shepherd, The University of Wyoming, USA; Michael Hannafin, The University of Georgia, USA

Abstract

Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience through electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to broaden their definitions and observations of active student engagement, re-examine and modify teaching conclusions based on classroom evidence, and formulate improvement plans for future implementations. This paper provides results of this study as well as implications for future research using electronic portfolios to systematically inquire into teaching practices through reflection.

Keywords

• Assessment
• Portfolios
• Educational Technology
• Preservice Teacher Education
• Professional Development

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