Literaturnachweis - Detailanzeige
| Autor/in | Gupta, Sarika S. |
|---|---|
| Titel | Mapping the Design and Facilitation of Critical Self-Reflection in a Culminating Clinical Course for Early Childhood Special Education Teacher Candidates |
| Quelle | In: New Educator, 18 (2022) 1-2, S.42-60 (19 Seiten)
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| Zusatzinformation | ORCID (Gupta, Sarika S.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-688X |
| DOI | 10.1080/1547688X.2021.2005855 |
| Schlagwörter | Early Childhood Education; Preservice Teachers; Graduate Study; Internship Programs; Self Evaluation (Individuals); Reflection; Criticism; Concept Mapping; Program Design; Special Education |
| Abstract | The purpose of clinical courses in teacher education programs is to reflect on practice. Yet there is little research on how best to structure critical self-reflection with early childhood special education (ECSE) teacher candidates. Following a review of research promoting ECSE teacher candidate reflection and a discussion of critically reflective practice, I present a self-study in which I mapped my experience designing and facilitating self-analysis as an entry point for critical reflection in a final graduate internship course for early childhood special education teacher candidates. I share my mapping process as one way to facilitate critical self-reflection in the culminating clinical seminar. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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