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首页> 外文期刊>Journal of Agricultural Education >A Comparison and Analysis of Preservice Teachers' Oral and Written Reflections
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A Comparison and Analysis of Preservice Teachers' Oral and Written Reflections

机译：职前教师口语和书面思考的比较分析

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Teacher reflection continues to be a key component of many preservice teaching programs across the United States. In Agricultural Education, reflection begins in the early field experience and continues throughout the teacher education program as an important opportunity to assess students' proficiency of teaching concepts, thought process, and growth over time. The purpose of this study was to examine the topics of preservice teachers' reflections and compare the effectiveness of written and reflective interviews. We examined the written and reflective interviews of four preservice teachers over three reflection cycles, comparing themes, levels of reflection, and completeness to determine the benefit of multiple methods of reflection. Applying thetheory of preservice teacher concerns, we found participants tended to report more task reflection than self-concerns or impact concerns when given open-ended reflection prompts. Moreover, written reflections tended to be more summative in nature, whilereflective interviews provided more support and detail. The findings indicate reflection across multiple methods may provide a more complete assessment of student proficiency. Teacher education programs could benefit from these findings by analyzing their means of facilitating preservice teacher reflection.
机译：教师反思仍然是美国许多职前教学计划的关键组成部分。在农业教育中，反思是从早期的现场经验开始的，并贯穿于整个教师教育计划中，作为评估学生对教学概念，思维过程和随着时间的推移的熟练程度的重要机会。这项研究的目的是研究职前教师反思的主题，并比较书面和反思访谈的有效性。我们在三个反思周期中检查了四名职前教师的书面访谈和反思访谈，比较了主题，反思水平和完整性，以确定多种反思方法的益处。应用职前教师关注的理论，我们发现参与者在给出开放式思考提示时倾向于比自我关注或影响关注更多地报告任务思考。此外，书面思考在本质上往往更具总结性，而反思性访谈则提供了更多的支持和细节。研究结果表明，对多种方法的反思可能会提供对学生水平的更完整评估。教师教育计划可以通过分析促进职前教师反思的方式，从这些发现中受益。

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