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Reflection Activities Within Clinical Experiences: An Important Component of Field-Based Teacher Education

Reflection Activities Within Clinical Experiences: An Important Component of Field-Based Teacher Education

Sarah A. Nagro, Laurie U. deBettencourt
Copyright: © 2019 |Pages: 22
ISBN13: 9781522562498|ISBN10: 1522562494|EISBN13: 9781522562504
DOI: 10.4018/978-1-5225-6249-8.ch024
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MLA

Nagro, Sarah A., and Laurie U. deBettencourt. "Reflection Activities Within Clinical Experiences: An Important Component of Field-Based Teacher Education." Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, IGI Global, 2019, pp. 565-586. https://doi.org/10.4018/978-1-5225-6249-8.ch024

APA

Nagro, S. A. & deBettencourt, L. U. (2019). Reflection Activities Within Clinical Experiences: An Important Component of Field-Based Teacher Education. In T. Hodges & A. Baum (Eds.), Handbook of Research on Field-Based Teacher Education (pp. 565-586). IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch024

Chicago

Nagro, Sarah A., and Laurie U. deBettencourt. "Reflection Activities Within Clinical Experiences: An Important Component of Field-Based Teacher Education." In Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, 565-586. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6249-8.ch024

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Abstract

The purpose of this chapter is to explore the importance of reflection activities within clinical experiences that often are prescribed components of field-based teacher education. This chapter will include a review of documented attempts to understand the impact reflection activities have on teacher candidate growth. More specifically, this chapter will review what we know about the emphasis on reflective practice within teacher education and professional practice, what typical reflection activities within a field-based teacher education context are, and how reflective ability is measured within field-based clinical experiences. The chapter finishes with implications and recommendations for research and practice within teacher education.

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