Indicators of Impactful Reflection in Pre-Service Teachers: A Case for Creativity, Honesty and Unfamiliar Experiences

This study investigated three commonalities among pre-service teachers who demonstrated advanced reflective practice regarding fieldwork experiences: (a) creative potential; (b) honesty in confronting misconceptions of the teaching profession, and (c) fieldwork in unfamiliar settings. Forty-two pre-service teachers submitted reflective papers which were qualitatively analyzed and scored for reflective ability using Harland and Wondras’s (2011) Framework of Four Levels of Reflection for Teacher Education. Low and High Reflectors were compared in terms of creative potential, as measured by the Torrance Tests of Creative Thinking-Figural. Results revealed Low Reflectors generally demonstrated lower creative potential than High Reflectors, with a significant difference (p \u3c .05) in mean scores on the Abstractness of Titles subscale. High Reflectors also bluntly confronted previous misconceptions concerning education and described their field placements as unfamiliar when compared to their personal educational experiences. Implications for support of meaningful reflective practice in future educators are discussed in detail

The Impact of Reflective Practice on Teacher Candidates\u27 Learning

Reflection is a high impact practice that develops teacher candidates’ learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions in a real-world environment. Reflection practice is specifically used when students study education in a university course and apply what they learn in a related field experience in a K-12 school. This study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in a course focused on developmental sciences in a context of poverty. Results demonstrate what level of research is required to prepare teacher candidates to make instructional decisions as well as become self-aware of their perspectives and attitudes in teaching

Creative Potential: Perspectives from the Work of Dr. E. Paul Torrance

This presentation will focus on perspectives of creativity among diverse populations, placing emphasis on the work by Dr. E. Paul Torrance. Torrance, a renowned scholar of creativity, was a native of rural Georgia. From his experiences working with school-age children, Torrance noticed that “undesirable” behaviors in the classroom and on the playground prevented disadvantaged children for being considered creative. From a short stint working for the Air Force during World War II as a counselor, Torrance recognized that the same traits that were considered “undesirable” in children in the classroom were actually considered strengths of successful jet pilots. His interest and research of how to identify and develop creative potential began in the late 1930s and continued through the early 2000s. Throughout his research, he continued to advocate for the recognition of creative potential among children from diverse populations. In the late 1960s, Torrance developed the Torrance Test for Creative Thinking (TTCT) – a tool used to identify creative potential. Today, the TTCT continues to be an unbiased assessment regardless of gender, age, race, ethnicity, or background

The Developmental Impact of Reflective Practice in Educator Preparation

Reflection is a high-impact practice that develops teacher candidates’ competence in making pedagogical changes that support students’ social and academic development. Critical reflection requires preservice educators to continually examine their own potential assumptions and bias in order to make the type of changes necessary to transition into the role of classroom teacher. A study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in three sequential field-based courses. Results demonstrate the developmental impact of reflective practice on teacher candidates to make pedagogical changes and to become self-aware

The Impact of Reflective Practice on Teacher Candidates' Learning

Reflection is a high impact practice that develops teacher candidates’ learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions in a real-world environment. Reflection practice is specifically used when students study education in a university course and apply what they learn in a related field experience in a K-12 school. This study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in a course focused on developmental sciences in a context of poverty. Results demonstrate what level of research is required to prepare teacher candidates to make instructional decisions as well as become self-aware of their perspectives and attitudes in teaching