Abstract
This exploratory study investigated the levels of reflection achieved over three quarters by graduate level preservice teachers. Levels of reflection were determined through analysis of their reflective journal entries on readings and field experiences. A repeated measures two factor ANOVA completely within design was used to systematically analyze changes in the level of reflection. Even without specific training in reflection and reflective thinking, some significant growth occurred in the levels of reflection as a result of asking preservice teachers simply to reflect. However, only one participant achieved the highest level of reflection.
Recommended Citation
Galvez-Martin, Maria Elena; Bowman, Connie L.; and Morrison, Margaret A.
(1998)
"An Exploratory Study of the Level of Reflection Attained by Preservice Teachers,"
Mid-Western Educational Researcher: Vol. 11:
Iss.
2, Article 3.
Available at:
https://scholarworks.bgsu.edu/mwer/vol11/iss2/3
