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Detailing Reflection Instruction: The Efficacy of a Guided Instructional Procedure on Prospective Teachers' Pedagogical Reasoning
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Risko, Victoria J.; Vukelich, Carol; Roskos, Kathleen – Action in Teacher Education, 2009
The purpose of this research was to investigate instructional conditions aimed at improving future teachers' reflective thinking, to systematically trace how features of a guided instructional procedure influenced these teachers' pedagogical reasoning. The reflective thinking protocol that formed the basis of the instructional approach was built…
Descriptors: Teaching Experience, Reflective Teaching, Teaching Methods, Teacher Education Programs
Preparing Teachers for Reflective Practice: Intentions, Contradictions, and Possibilities.
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Risko, Victoria J.; Vukelich, Carol; Roskos, Kathleen – Language Arts, 2002
Conducts a critical review of empirical research focused directly on reflection activities with prospective teachers, and conducts a study in the authors' own literacy methods courses to learn what their students do when asked to reflect on course assignments. Concludes that engaging future teachers in multiple opportunities to critique their own…
Descriptors: Class Activities, Educational Research, Higher Education, Problem Solving
Prospective Teachers' Reflection: Strategies, Qualities, and Perceptions in Learning To Teach Reading.
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Risko, Victoria J.; Roskos, Kathleen; Vukelich, Carol – Reading Research and Instruction, 2002
Examines prospective teachers' mental strategies to guide reflections on course content and teaching experiences. Finds that at three university sites, prospective teachers directed their attention to personal experiences and values to guide their reflective work. Draws implications for instruction from an analysis of the power of personal…
Descriptors: Cognitive Processes, Elementary Education, Higher Education, Preservice Teacher Education
Reflection and Learning To Teach Reading: A Critical Review of Literacy and General Teacher Education Studies.
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Roskos, Kathleen; Vukelich, Carol; Risko, Victoria – Journal of Literacy Research, 2001
Provides a comparative analysis of 54 studies (18 literacy; 36 general teacher education) of preservice teacher reflection. Produces descriptive observations that highlight similarities and differences between the two data sets and five interpretive patterns that characterize researchers' conceptualizations and problem solving. Recommends…
Descriptors: Comparative Analysis, Higher Education, Preservice Teacher Education, Preservice Teachers
When Two Heads Are Better Than One: Beginning Teachers' Planning Processes in an Integrated Instruction Planning Task.
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Roskos, Kathleen – Journal of Teacher Education, 1996
Two beginning teachers were observed in an integrated instruction planning task. Their interpretations were studied when they worked collaboratively and when they worked independently. Data from interviews and field notes indicated that their individual planning lacked decision-choice flexibility and had limited strategy use. When they…
Descriptors: Beginning Teachers, Cooperative Planning, Decision Making, Holistic Approach
Learning the Art of Instructional Conversation: The Influence of Self-Assessment on Teachers' Instructional Discourse in a Reading Clinic.
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Roskos, Kathleen; Boehlen, Sophie; Walker, Barbara J. – Elementary School Journal, 2000
Examined self-assessment as a means of teacher learning that develops teachers' understanding and use of discourse strategies to support instructional conversation. Found that teachers' analyses did not grow more precise, but interpretations of talk revealed growing ability to treat discourse as an object of knowledge. Explored features of the…
Descriptors: Discourse Analysis, Discourse Modes, Elementary Education, Elementary School Teachers