INSPIRING CRITICAL REFLECTION IN PRESERVICE TEACHERS

Authors

  • Susan E. King

Abstract

The purpose of this study was to determine the effectiveness of peer-generated feedback versus visual feedback in inspiring preservice physical education teachers to produce reflections that are more critical than technical. The participants were junior-, senior-, and graduate-level health and physical education majors enrolled in an instructional methods course. Upon completion of four required teaching labs, participants were given either peer-generated feedback or a visual record of their teaching. They received reflective prompts and were asked to reflect upon their teaching. Among participants in this study, 61% of more critical, intermediate reflections were based upon visual feedback. Peer-generated feedback produced 73% of technical, novice reflections. It was concluded that visual feedback inspired more critical than technical reflection.?

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Published

2008-01-26

Issue

Vol. 65 No. 1 (2008)

Section

Articles

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