Strengthening Preservice Educator Reflective Practice through the Use of Personnel Preparation Standards

Autor/inn/en	Purcell, Megan L.; Schmitt, Sara A.
Titel	Strengthening Preservice Educator Reflective Practice through the Use of Personnel Preparation Standards
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 2, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2023.2165984
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Reflective Teaching; Standards; Professionalism; Assignments; Program Improvement; Field Experience Programs; Program Descriptions; Blended Learning; Program Evaluation; Accountability + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Standard; Professionalität; Assignment; Auftrag; Zuweisung; Praxisnahes Lernen; Programme evaluation; Programmevaluation; Verantwortung
Abstract	Reflective practice is foundational in what preservice educators should know and be able to do as noted in professional preparation standards for Early Childhood Education (ECE) and Early Intervention/Early Childhood Special Education (EI/ECSE). Reflection aids preservice educators in connecting course content with field and clinical experiences thus strengthening their preparation. The authors demonstrate how one blended ECE and EI/ECSE preparation program integrates professional preparation standards into a framework for enhanced reflection. Data from reflection assignments from over 130 preservice educators across 9 years has been collected and analyzed. Data retrieved from this assignment represents impact data and is used by the faculty to not only monitor and support individual preservice educator growth but also for continuous improvement for the blended preparation program. With reflection prompts aligned with professional standards, program faculty are able to identify areas of strength and growth in accordance with the standards for both the candidates and program. Detailed discussion of this pedagogical approach for candidate reflection as well as continuous program improvement is provided in order for other programs to replicate and adapt to strengthen reflective practice and collect program assessment data for their own continuous improvement. (As Provided).
Anmerkungen	Taylor & Francis. 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