ERIC Number: EJ1345803
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-688X
EISSN: EISSN-1549-9243
Mapping the Design and Facilitation of Critical Self-Reflection in a Culminating Clinical Course for Early Childhood Special Education Teacher Candidates
New Educator, v18 n1-2 p42-60 2022
The purpose of clinical courses in teacher education programs is to reflect on practice. Yet there is little research on how best to structure critical self-reflection with early childhood special education (ECSE) teacher candidates. Following a review of research promoting ECSE teacher candidate reflection and a discussion of critically reflective practice, I present a self-study in which I mapped my experience designing and facilitating self-analysis as an entry point for critical reflection in a final graduate internship course for early childhood special education teacher candidates. I share my mapping process as one way to facilitate critical self-reflection in the culminating clinical seminar.
Descriptors: Early Childhood Education, Preservice Teachers, Graduate Study, Internship Programs, Self Evaluation (Individuals), Reflection, Criticism, Concept Mapping, Program Design, Special Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A