Enhancing Preservice Teachers’ Professionalism through Daily Teaching Reflections
Joint Authors
Guarino, A. J.
Robichaux, Rebecca R.
Source
Education Research International
Issue
Vol. 2012, Issue 2012 (31 Dec. 2012), pp.1-3, 3 p.
Publisher
Hindawi Publishing Corporation
Publication Date
2012-06-19
Country of Publication
Egypt
No. of Pages
3
Main Subjects
Abstract EN
This study assessed the hypothesis that preservice teachers who were required to assemble a portfolio assessment would report greater scores on professionalism as measured by The Student Teaching Reflection Survey (STRS) (Robichaux, 2001) than preservice teachers who were not required to assemble a portfolio assessment.
Results from a sample of 510 preservice teachers (232 nonportfolios and 278 portfolios) supported the hypothesis.
Assembling a professional portfolio appears to develop more reflective practitioners, which in turn leads to the development of a more effective educator capable of handling the complexities of the teaching profession.
American Psychological Association (APA)
Robichaux, Rebecca R.& Guarino, A. J.. 2012. Enhancing Preservice Teachers’ Professionalism through Daily Teaching Reflections. Education Research International،Vol. 2012, no. 2012, pp.1-3.
https://search.emarefa.net/detail/BIM-472734
Modern Language Association (MLA)
Robichaux, Rebecca R.& Guarino, A. J.. Enhancing Preservice Teachers’ Professionalism through Daily Teaching Reflections. Education Research International No. 2012 (2012), pp.1-3.
https://search.emarefa.net/detail/BIM-472734
American Medical Association (AMA)
Robichaux, Rebecca R.& Guarino, A. J.. Enhancing Preservice Teachers’ Professionalism through Daily Teaching Reflections. Education Research International. 2012. Vol. 2012, no. 2012, pp.1-3.
https://search.emarefa.net/detail/BIM-472734
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references
Record ID
BIM-472734