This article draws on a recently completed study in which preservice teachers identify aspects of their initial teacher education that act as hindrances or aids to developing reflectivity. It articulates the concept that reflection must be seen not as something to be done or acquired but rather as a disposition or way of being. Also identified are…

The purpose of this 3-year investigation was to determine if a relationship exists between teacher reflectivity and the classroom performance of novice teachers when final evaluations are aligned with national standards. This study included 98 novice teachers enrolled in their final field-based teaching experience. Participants reflected over two…

Reflective practice is a major focus of teacher preparation programs (Cochran-Smith & Lytle, 1992; Putnam & Borko, 2000; Zeichner, 1986; Zeichner & Liston, 1987), yet Zeichner (1986) asserts that developing reflective practice in preservice teachers has focused primarily on short-term, less systematic interventions and that interventions must be…

In an effort to promote a critical reflective stance in the beginning teacher, this study developed an instructional model for preservice teachers at the undergraduate level. Its sample consisted of students in two sections of a student teaching seminar course taken during their last semester of undergraduate course work. The work took place at a…