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Details
Table of Contents
Intro
Foreword
Acknowledgments
Contents
Chapter 1: Introduction
1.1 Introduction
1.2 Reflection and Critical Reflection
1.3 Social Context in Teacher Education
1.4 ePortfolios and Prospective Teacher Reflection
1.5 About the Research
1.6 About this Book
References
Chapter 2: Who Celebrates Kwanzaa? The Struggle for Critical Reflection and Transformative Learning
2.1 Tales of Success: Avoiding Critical Reflection with Positive Description of Technical Procedures
2.2 Absence of Evidence, Not Evidence of Absence
2.3 Critical Reflections Struggle to Emerge
Languages Spoken at Home are Comforts
The Principle of Equity Is What I Strive to Achieve In and Out of My Classroom
2.4 Performative but Not Transformative
Even Johnny, Who Should Not be Included, Worked Well!
I Think That's Her Culture
2.5 Problematizing the Performance
2.6 Epilogue: Fading Memories
References
Chapter 3: Looking Back on What Was Good and What Was Bad: Prospective Teachers' Understanding of Critical Reflection
3.1 Looking Back on What Was Good and What Was Bad
3.2 Reflection as an "Assignment Term"
3.3 Where You Go from Here
3.4 Epilogue: The Goal of Preparing Reflective Teachers
References
Chapter 4: It's Me Doing Work for Someone Else: Prospective Teachers' Attitudes Toward the ePortfolio Reflection Requirements
4.1 The Place of the ePortfolio in the Teacher Education Program
4.2 We Get Mixed Views
4.3 It's a Good Form of Accountability
4.4 Epilogue: I Actually Benefit From It
References
Chapter 5: I Want to be Seen as the Best I Can: How the Teacher Education Program Conditions Prospective Teachers' Reflection Strategies
5.1 Cherry-Picking
5.2 I Know Who My Audience Is
5.3 I Want to be seen as the Best I Can for My Job
5.4 I Present It in the Way to Meet Expectations of the Teacher
5.5 Disjuncture Between Performance and Program Expectations
5.6 Epilogue: The Performance of Reflection
References
Chapter 6: Awesome, Awesome: Missed Opportunities for Transformative Learning
6.1 Awesome, Awesome, You Guys Did a Great Job
6.2 I Don't Really Have Anything for You to Focus on: Influences by Cooperating Teachers
6.3 I Think We Are Just Similar: Forming Conformity to Defend the "Outsider"
6.4 Teacher Educators Push for Transformative Learning
Transformative Learning Outside of the ePortfolio
Critical Reflection Through Reading and Discussion
6.5 Epilogue: Program Fragmentation and Lack of Support for Teacher Educators
References
Chapter 7: Supporting Prospective Teachers' Critical Reflection for Transformative Learning
7.1 The Five Factors Affecting Prospective Teachers' Reflection and Teaching
7.2 A Data-Driven Approach to Teacher Education
Build Consistency Within the Teacher Education Programs
Build Consistency Over the Semesters
Foreword
Acknowledgments
Contents
Chapter 1: Introduction
1.1 Introduction
1.2 Reflection and Critical Reflection
1.3 Social Context in Teacher Education
1.4 ePortfolios and Prospective Teacher Reflection
1.5 About the Research
1.6 About this Book
References
Chapter 2: Who Celebrates Kwanzaa? The Struggle for Critical Reflection and Transformative Learning
2.1 Tales of Success: Avoiding Critical Reflection with Positive Description of Technical Procedures
2.2 Absence of Evidence, Not Evidence of Absence
2.3 Critical Reflections Struggle to Emerge
Languages Spoken at Home are Comforts
The Principle of Equity Is What I Strive to Achieve In and Out of My Classroom
2.4 Performative but Not Transformative
Even Johnny, Who Should Not be Included, Worked Well!
I Think That's Her Culture
2.5 Problematizing the Performance
2.6 Epilogue: Fading Memories
References
Chapter 3: Looking Back on What Was Good and What Was Bad: Prospective Teachers' Understanding of Critical Reflection
3.1 Looking Back on What Was Good and What Was Bad
3.2 Reflection as an "Assignment Term"
3.3 Where You Go from Here
3.4 Epilogue: The Goal of Preparing Reflective Teachers
References
Chapter 4: It's Me Doing Work for Someone Else: Prospective Teachers' Attitudes Toward the ePortfolio Reflection Requirements
4.1 The Place of the ePortfolio in the Teacher Education Program
4.2 We Get Mixed Views
4.3 It's a Good Form of Accountability
4.4 Epilogue: I Actually Benefit From It
References
Chapter 5: I Want to be Seen as the Best I Can: How the Teacher Education Program Conditions Prospective Teachers' Reflection Strategies
5.1 Cherry-Picking
5.2 I Know Who My Audience Is
5.3 I Want to be seen as the Best I Can for My Job
5.4 I Present It in the Way to Meet Expectations of the Teacher
5.5 Disjuncture Between Performance and Program Expectations
5.6 Epilogue: The Performance of Reflection
References
Chapter 6: Awesome, Awesome: Missed Opportunities for Transformative Learning
6.1 Awesome, Awesome, You Guys Did a Great Job
6.2 I Don't Really Have Anything for You to Focus on: Influences by Cooperating Teachers
6.3 I Think We Are Just Similar: Forming Conformity to Defend the "Outsider"
6.4 Teacher Educators Push for Transformative Learning
Transformative Learning Outside of the ePortfolio
Critical Reflection Through Reading and Discussion
6.5 Epilogue: Program Fragmentation and Lack of Support for Teacher Educators
References
Chapter 7: Supporting Prospective Teachers' Critical Reflection for Transformative Learning
7.1 The Five Factors Affecting Prospective Teachers' Reflection and Teaching
7.2 A Data-Driven Approach to Teacher Education
Build Consistency Within the Teacher Education Programs
Build Consistency Over the Semesters