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Kirsten Lupinski, Patricia Jenkins, Audrey Beard, & LaTasha JonesEducational Foundations, Summer-Fall 2012

Kirsten Lupinski is a professor in the Department of Health, Physical Education, and Recreation and Patricia Jenkins and Audrey Beard are professors in the Department of Teacher Education, all at Albany State University, Albany, Georgia. LaTasha Jones is a clinical assistant professor in the Department of Middle-Secondary Education and Instructional Technology in the College of Education at Georgia State University, Atlanta, Georgia.

OneofthemajoroutcomesoftheeducationalreformmovementintheUnitedStatesduringthepastdecadehasbeentheincreasedfocusontheprofessionalpreparationofeducators(Darling-Hammond,1997).AccordingtoSand-ersandRivers,numerousstudiesindicatethateducatorsmakeasignificantdifferenceintheirstudents’education(1996).Inresponsetotheincessantcallstoimproveandassureeducatorquality,theeducationprogramsatAlbanyStateUniversityadoptedaconceptual framework thatintegratesstate,national,andprofessionalstandardsintoitseducationpreparationprograms.Assuchastandards-basedpreparationapproachwasdevelopedtoempowerfutureprofessionaleducatorswhograduatefromAlbanyStateUniversity. TheconceptualframeworkatAlbanyStateUni-versityconsistsofmultipleformsofknowledge,drawnfrommanydisciplinesandsources,includingresearch,

Reflective Practicein Teacher Education

Programsat a HBCU

By Kirsten Lupinski, Patricia Jenkins,Audrey Beard, & LaTasha Jones

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Reflective Practice in Teacher Education Programs at a HBCU

best practices, historical and cultural perspectives, the learning communityofeducationpractitionersandprofessionalandcommunityvalues.Onetenetoftheconceptualframework isthegoalofareflectivetransformativepractitioner.Thisprincipleisbasedontheassumptionthattheknowledgethatsupportsourprogramisdynamicandcontinuestoevolveasinquiryandresearchaboutteachingandlearningareestablished. TheevolutionofreflectioninteachingandteachereducationcanbetracedbacktoJohnDeweywhousedtheideaofthescientificmethodtoscaffoldhowpeoplethinkandlearn.Deweymadeatremendousimpactoneducationandhowteachersusereflectioninordertoincreasetheirpersonalandprofessionalexperiences.Hedefinedreflectionas“turningasubjectoverinthemindandgivingitseriousandconsecutiveconsideration,therebyenablingustoactinadeliberateandintentionalfashion.Reflectioninvolvesactive,persistentandcarefulconsideration”(DeweyascitedinSweigard,2007). SincetheinceptionofDewey’slaboratoryschools,reflectionhasbecomeamajorcomponentforprogramsthatprepareeducators.Reflectioncanbearichsourceofcontinuedpersonalandprofessionalgrowth.Thisprovidesanopportunityforprofessionalstorenewandrevivetheirpractice.Educatorsgaininformationabout their teaching from their own observations of themselves, coupled withtheirownreflections(Paulson&KennethcitedinSweigard,2007).Reflectionisagiftprofessionalscanusetogrowfromexperiences.Throughreflection,profes-sionalsdevelopcontextspecifictheoriesthatfurthertheirownunderstandingoftheirworkandgenerateknowledgetoinformfuturepractice.Whenaneducatorengagesinmeaningfulreflection,conclusionscanbedrawnthatprovideinsightforfutureinstruction.Theprimaryemphasisistoprepareeducatorstocreatelearningenvironmentsthatareconducivetotheteachingandlearningprocesswhichwillpositivelyimpactstudentachievement. In order to become a reflective transformative practitioner, one must firstunderstand what a reflective practitioner is and what transformation means.Atransformativeleaderengagesinreflectionandaction.Thereforeinorderforaneducatortobecomeatransformativeleader,theymustfirstlearntheimportantskillofreflection.Thenextsectionofthisarticlewilldescribetheconceptofreflectionandtheconceptoftransformationindependently.TheseindependentdefinitionswillprovideafoundationforthecombinationofthetwoconceptsthatareusedintheteacherpreparationprogramatAlbanyStateUniversity.

What Is a Reflective Practitioner? Ingeneral,reflectionusesthepasttoinformourjudgment,reflectonourex-periencesandfacenewencounterswithabroaderrepertoireofinformation,skillsandtechniques(Killion,Joellen,Todnem,&Guy,1991).Whenyoureflectonwhathasoccurredandconsequentlychangeyouractionsyouwillhopefullyexperienceadifferentoutcome.Therearenumeroustheoristswhoaddresshowreflectionisusedineducation.Onetheorist,DonaldSchon,describestwodifferenttypesof

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Kirsten Lupinski, Patricia Jenkins, Audrey Beard, & LaTasha Jones

reflection:Reflection-on-ActionandReflection-in-Action.Reflection-on-Actionoc-curswhenateacherreflectsontheirdailylessonsandclassroomactionsandusestheinformationgatheredtoadjusttheirlessons/teaching(Killion,Joellen,Todnem,&Guy,1991).Thegoalofthisformofreflectionisforeducatorstobecomemoreeffectiveandconscientiousteachers.Thistypeofreflectionisreflectingbackonlessonsthathavebeentaughtandisaskillthatteachersneedtoacquireintheirearlyteachingexperiences. ThesecondtypeofreflectionthatSchondescribesisReflection-in-Action.Thistypeofreflectionoccursduringteachingandinvolvesactingimmediatelytoimproveorbetteryourteaching.PaulsonandKennethdescribethedifferencebe-tweenthesetwotypesofreflection;ifateacherthinksreflectivelyaboutanepisodeofteachingafterclass,heorsheengagesinreflecting-on-action.Incontrast,iftheythinkabouttheepisodewhileinthemidstofteaching,thenreflection-in-actiontakesplace(Paulson&KennethascitedinSweigard,2007). Schon’sreflectiontheoryhasbeenusedasafoundationforseveralresearchers.Killion,Joellen,Todnem,andGuy(1991)usedSchon’stwotypesofreflection(reflec-tion-on-actionandreflection-in-action)andaddedathirdtype(reflection-for-action).Reflection-for-actionisstatedasthedesiredoutcomeofSchon’sreflection-in-actionandreflection-on-action.Thistypeofreflectionlooksatwhathasoccurredinthepastandhowthiscanhelpchangeourteachingprocessinthefuture.Consequentlythiswillprovidestudentswithanenrichedlearningenvironment.Anexampleofreflec-tion-for-actionintheclassroomiswhenateachercritiqueseventsfromthepastandmakesaconclusionorjudgmentthatthatwillimpactfutureteachings/lessons. Valli(1997)statesthattherearesixcomponentsofateacher’sknowledgethatguidehowtheyteach:behavioral, technical, reflection-in-action, reflection-on-ac-tion, deliberative, personalistic, and critical.Allofthese(exceptbehavioral)involvetheconceptofreflection.Thebehavioralapproachinvolvesskillsacquisitionandassessmentbyeducationfacultyandcooperatingteachers.Theassessmentwillin-dicatewhatbehaviorsthestudentneedstoaddress.ThefiveotherwaysincorporatetheconceptofreflectionwhichisanexpansionofSchon’soriginalconcepts.Thefirst,technicalreflection,involvestheteachercandidate’sreflectionoftheirownperformanceandexhibitsinternalmotivationtobetterthemselves.Reflection-in-actionandreflection-on-actionarethesecondwaysthatValliidentifiesandtheyhavepreviouslybeendescribed.Thethirdtypeofreflection,deliberativereflec-tion,involvestheconsolidationofseveralsourcesofinformationfromavarietyofperceivedexpertsastheteachermakesdecisionsaboutpractice(Killion,Joellen,Todnem,&Guy,1991).Personalisticreflectionrequirestheteachertodrawlinksbetweentheirprofessionalandpersonallife.Inessence,howdoesbeingateacherfulfilltheirpersonallifegoals(Killion,Joellen,Todnem,&Guy,1991).Thefinaltypeofreflectioniscriticalreflectionanditgoesbeyondthepersonandlooksattheinstitutionandpoliticalaspectsofeducationandsocialinjustices. EbyandKujawa(1998)describesixcharacteristicsofthereflectivepractitio-ner:

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•Reflectivepractitionersareactive—theysearchenergeticallyforinforma-tionandsolutionstoproblemsthatariseintheclassroom.

•Reflectivepractitionersarepersistent—theyarecommittedtothinkingthroughdifficultissuesindepthandcontinuingtoconsidermatterseventhoughitmaybedifficultortiring.

•Reflectivepractitioners are careful—theyare concerned for self andother,respectingstudentsashumanbeingsandtryingtocreateapositive,nurturingclassroom.

•Reflectivepractitionersareskeptical—theyrealize that therearefewabsolutesandmaintainahealthyskepticismabouteducationaltheoriesandpractices.

•Reflectivepractitionersarerational—theydemandevidenceandapplycriteriainformulatingjudgmentsratherthanblindlyfollowingtrendsoractingonimpulse.

•Reflectivepractitionersareproactive—theyareabletotranslatereflectivethinkingintopositiveaction.

EbbyandKujawa(1998)alsocameupwithsiximportanttraitsthatareflectivepractitionershouldpractice:(a)Understandtheprocessofreflection-on-action;(b)Gobeyondmeredescriptionoflessons(thewhat?);(c)Learnaboutreflectionthroughinteractionwithteachereducators,cooperatingteachersandfellowpre-serviceeducators(throughjournalbuddyreading);(d)Learntoreflectonlearnersandthelearningprocessesaswellasthecontent;(e)Learntointegrateideasfromothers and experiences to improve teaching; and (f)Understand that reflectivepractitionersareactive,persistent,careful,skeptical,rationalandproactive. Onewaythesesixtraitscanbeaccomplishedordevelopedisthroughthepro-cessofreflectivejournalwriting.Theliteratureclearlystatesthatreflectivejournalwritingforstudentteachers/studentsundertakingtheirfieldworkexperienceisakeycomponenttobecomingaskillfulreflectivepractitioner.Journalwritingneedstogobeyondjustdescribingaroomsetuportalkingaboutthedifferentstudentsintheroom.Davis(2006)describesthedifferencebetweenproductiveandunproduc-tivereflection.Unproductivereflectionismainlydescriptivewithoutverymuchanalysis,usuallylistingideasratherthanconnectingideas.Productivereflectionislikelytopromoteeffectivelearningandinvolvesquestioningassumptionsandseeingthingsinavarietyofdifferentways.Areflectivejournalneedstoaddressthedailylessonandactivities;whathappened,whatchangescouldbemade,howyoucouldimprovethelesson,anyquestionsorissuesthatoccurredintheclassroomandhowyouaddressedthemorhowyoucouldhaveaddressedthem. In essence, onemust gobeyond just describing the lesson and include ananalysisofwhatcouldhavebeendonedifferently,makingconnectionswithotherexperiencesandunderstandinghowtointerpretateachingidea.Sweigard(2007)

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statesthatteachersgaininformationabouttheirteachingfromtheirownobserva-tionsofthemselvescoupledwiththeirreflections.Thereforeareflectivejournalisalogicalfirststepinassistingateachercandidateinprogressingintoanexemplaryfutureteacher. Teachereducatorsmusttakeastakeinensuringthattheirteachercandidateshavethemeansandopportunitytodevelopthevaluableskillofreflection.Alongwithrequiringreflectivejournalwritingasapartoftheassessmentofstudentteachers,teachereducatorsmustalsomodelhowreflection-on-actionandreflection-for-actionwork.Teachereducatorscanbeassistedinthisendeavorbyincorporatingactionresearchintotheircourses.Thistypeofresearchinvolvesthesamecyclesofplan,act,observeandreflectthatreflectiondoes(Liston&Zeichner,1990). Teacherasaresearcherisoftenusedsynonymouslywithactionresearch.Althoughdifferencesexistbetweenthesetwoparadigmsregardingthetypeandlevelofresult-ingaction,theyaresimilarinthatteachersperformresearchaboutthemselves,theirstudents,classrooms,administration,parentsandcommunityforthesolepurposetoimproveteaching,learningandtheinstitution(DelCarlo,Hinkhouse,&Isbell,2010).Thisconceptcanbeusedtoincorporateanassessment/actionresearchcomponentintothestudentteachingexperience.Wherestudentteachersaretheresearchersinwhichtheyresearchandreflectontheirdailylessons/teachings. Thecriticalrolethattheteachereducatororcooperatingteacherplaysistoassiststudentteacherstobesuccessfulinengaginginreflectivepractices.NolanandHuber (1989)state that theaimsofsupervision(teachereducator)are: (1)engagingtheteacherintheprocessofreflectivebehaviorwhile(2)fosteringcriti-calinquiryintotheprocessofteachingandlearning,thereby(3)increasingtheteachersunderstandingofteachingpracticeand(4)broadeninganddeepeningtherepertoireofimagesandmetaphorstheteachercanutilizetodealwithproblems.Byincorporatingstudents’reflectionswiththeirownreflectionsandconsideringthestabledataprovidedbytheparticipant-observer,teacherswereabletobetterunderstandclassroomevents(Nolan&Huber,1989). Therearenumerouspositiveoutcomesthatteacherscanseewhentheyengageinreflection;increaseintheirteachingandlessonplanning,increaseinself-es-teem,havegreatercontroloftheirteachingpractice,greaterbeliefthattheycaninfluencestudentlearning,greaterinterestingatheringdataandinformationontheirteachingandanincreaseinencouragingtheirstudentstoengageincriticalthinkingpractices.CruickshankandApplegate(1981)statethefollowing;reflectiveteachinggivesstudentstimetothinkcarefullyabouttheirownteachingbehaviorsandanopportunitytoviewotherexperiencesofprofessionalsinaction.Teachersfind themselves engaged in ameaningful processof inquirywhich leads themtowardrenewedself-esteemandinterestinteaching.Asaresult,teachersbecomemorereflectiveaboutteachingandmoreinterestedinself-improvement.Reflectiveteachingisanopportunityformeaningfulteachergrowth.

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What is a Transformative Practitioner? Reflectionisattherootofbecomingatransformativeleader.Throughresearchopportunities,readings,reflection,dialogueandcollaboration,teachersexplorenewideasanddifferentperspectives,addressingfundamentalepistemological,culturalanddevelopmentalissues.Astheystudy,reflect,anddiscusschallengesintheirownclassrooms,andexploretheirroleasprofessional,teachersgainnewperspectivesonteachingandstudentlearningthatleadthemtomakecriticalchangesintheirclassrooms(DeMulder,Cricchi,&Sockett,2001).Thesecondaspectofdefiningatransformativereflectivepractitioneristounderstandwhatatransformativeleaderis.TransformativeleadershiphasbeendescribedbyFreire(1991)asacontinuousloopofreflectionandaction.Teacherswhoputthisintopracticenotonlybecometransformativeleadersandmastertheskillofreflection,butalsoearnthetrust,respectandpraiseoftheirstudentsandpeers.Atransformativeleaderintheclass-room(teacher)cantransformtheirclassroomintoademocraticandempoweringlearningspacethroughengagingincriticalreflection,dialogueandcollaboration(View,DeMulder,Kayler,&Stribling,2009). Becomingatransformativeleaderandreflectivepractitionerisnotsomethingthathappensovernight.Teachercandidatesshouldbetaught theseskillsduringtheircourseworkandthenrefineandadaptthemintheirownprofessionalpractice.Transformativeleadershipisnotwieldingauthority,butratherisaboutempoweringstudentstobeactiveparticipantsinademocracy.Thisteacher’sclassroombecomesaspacethatembracescriticalinquiry,creativity,imagination,andcollaboration(View,Demulder,Kayler,&Stribling,2009).Inessence,theteachersarecreatinganenvironmentthatnotonlyempowersstudentstotaketheirownlearningintotheirhands,butalsogivesthemtheopportunityandskillstointeractwithotherstudentsandthelargercommunityinordertocreateanenvironmentthatstimulateslearning.Transformative teachersare reflectivepractitioners thatareconstantlydevelopingnewwaysofteachingandlearningandconsequentlypassingtheseskillsandbehaviorstotheirstudentsinordertobettertheirlearningopportunities.

Methods and Purpose TheCollegeofEducationfacultyatAlbanyStateUniversitysoughttoim-provethecomponentsofitsConceptualFramework.Thus,researchersconductedasystematicliteraturereviewofonecomponent—thereflectivepractitioner.Theresearchersrecognizedthatsimplyprovidingopportunitiesforteachercandidatestoreflectwouldbeinsufficientandunproductive.Consequently,oneofthecollege’scriticalgoalswastoproduceteacherswhocouldbalancecontentknowledgewithtransformingdecisions. The researchers explored the literature on reflective-transformative prac-titioners to confirm the college’s former conceptual framework and to addevidence-basedweight to a revisedConceptual Framework.Utilizing a basic

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researchmethodologyofdiscoveryandinterpretation,theresearcherssoughttofindtrendsintheliteraturethatmayapplytothecollege’steachercandidates.Inaddition,theresearchersanticipatedthatathoroughliteraturereviewwouldrevealattitudinalandbehavioralresponsesofreflectivepracticessimilartothoseofthecollege’steachercandidates.Thus,theliteraturereviewwouldprovideinsightfulknowledgetoguidethedevelopmentoftheoriesusedtoreviseonecomponentofthecollege’sconceptualframework. Theauthorssought tohighlight the inherentconnectionbetweenreflectiveteachingandtransformativeevents.Becausepublicschoolsaremirrorimagesofthesociety,anationlookstoitseducationalsystemtodefineandsolveitsproblems.Forthisreason,teachersmustbepurposeful,reflectivepractitionerswhoareequippedtotransformsocietalillsthrougheducatingthemasses.ThisistheultimategoalfornotonlytheteacherpreparationprogramatAlbanyStateUniversity,butallteacherpreparationprograms.

Applications of Reflective Transformative Practice at Albany State University AlbanyStateUniversity’sCollegeofEducationhasformulatedfiveunitstan-dardsforits’conceptualframeworkthataddressthecharacteristicsofareflectivetransformativepractitioner:

1.Demonstratesunderstandingandtheabilitytoselect,construct,andusevarioustypesofformalandinformalassessmentinstruments,andmakeinstructionaldecisionsaboutstudentlearninganddevelopment.

2.Demonstratesunderstandingandtheabilitytocommunicatestudents’progresstootherprofessionalsandparents.

3.DemonstratesunderstandingandtheabilitytoapplyNational,State,University/College,andprofessionalstandardstopositivelyimpactstu-dentlearning.

4.Demonstratesunderstandingandtheabilitytoreflectonprofessionalprac-tices,developaplanforprofessionalgrowth,andimplementthatplan.

5.Demonstratesunderstandingandtheabilitytoconstructresearch-basedinquiryandusethefindingstopositivelyimpactstudentlearning.

Initially,JohnDewey’sdefinitionofthereflectiveprocessbecamethecatalystforcollaborativediscussionsinstructuringdescriptorsfortheunit’sreflectivetransfor-mativepractitioner.Deweydefinedreflectionas“Turningasubjectoverinthemindandgivingitseriousconsideration,therebyenablingustoactinadeliberateandintentionalfashion.Reflectioninvolvesactive,persistentandcarefulconsideration”(DeweyascitedbySweigard, 2007,p.1).Thus,theunit’sdescriptorsincludeallaspectsofthecomplexactivitiesanddemandsoftheteachingandlearningprocess.Standards1and4begantoemergefromthisthought.Inaddition,thedescriptorsmustencompassasystematicmeanstojudge‘consecutiveconsideration’inorder

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‘toactinadeliberateandintentionalfashion.’Standardstwo,three,andfivefollowDewey’sdefinitionofreflection. Second,theworkofPauloFreire(1993)influencedthedevelopmentoftheunit’sstandardsforthereflectivetransformativepractitioner.Freire(1993)empha-sizedthateducationwasadialoguethatinvolvedrespect—notonepersonactingonanother,but ratherpeopleworkingcollaboratively.Dialoguewasmore thandeepeningunderstanding,itledinpart,tomakingadifferenceintheworld(Smith,2002).Freire’stheoreticaldescriptionofpraxis(acontinuousloopofreflectionandaction)wasactionbasedonreflectionwithcertaininherentqualities.Theseincludedcommitmenttohumanwell-being,thesearchfortruth,andrespectforothers.Itwouldalwaysberisky,requiringwiseandprudentpracticaljudgmentabouthowtoactinthissituation(Smith,1999). Tosupporttransformativepractices,theunit’sprogramsincludecollaborativeteachingandlearningprocesses,performance-basedfieldandclinicalexperiences,reflection,content-knowledgemastery,instructionaltechnology,culturalsensitivity,peeranalysis,andaccountability(Lu&Ortlieb,2009).Theunitpromoteshabitsofthemindthatepitomizedemocraticdispositionstopositivelyimpactstudentlearning,toempoweracommunityoflearners,andtoexactneededchangesforthis society. Third,thecontributionsofSchon(1983)shapedtheconnectionbetweentheunit’sreflectivetransformativestandardsandindividualprogram’stheoriesandpractices.Aspreviouslystated,Schoncontributedtwotypesofreflectiontotheeducationfield.Aneducatormustdevelopbothskillssothattheirtheoreticalknowledgewillmergewithpracticalapplications.Inaddition,athirdtypeofreflection,reflectionforaction.Thiswillbecometheultimateaimfortheprevioustypesofreflectionand away toguide future andmorepractical purposes.Theuniversity facultyconsideredValli’spersonalistic reflectionandcritical reflectionwhendesigningtheunit’sstandardsforreflectivetransformativepractitioner(1997). Thepersonalisticreflectionwouldcompelpractitionerstoexaminetheirownper-sonalidentitiesandtheimpactthiswouldhaveonthepersonallivesoftheirstudents.Valli(1997)arguedthatthistypeofreflectionaddressedtheEurocentricbackgroundsofmanypractitionersassignedtoeducateadiversepopulationofstudents.Similarly,criticalreflectionsentailedthesocial,moral,andpoliticalcomponentsofeducationasaninstitution.Thistypeofreflectionwouldscrutinizesocialinjusticesandtheresolutionofsaidinjustices(DelCarlo,Hinkhouse,&Isbell,2009). Thus, the cognitive and affective aspects of reflecting persuaded the unit’sreflectivetransformativestatements.Thestatementswouldobligepractitionerstoperformdeliberateandcarefuljudgmentsabouttheirownpersonalgrowthandtheirrelationshipswithstudents.Practitionerswouldbeduty-boundtoexaminetheirskillstoguidereflection-in-actionandreflection-on-action.Finally,theunit’sstatementsprovideabalancetoencouragepractitionerstoexercisereflection-for-action. Astheuniversityfacultymadeprogramdecisions aboutin-classandout-of-classassignments,werecognizedsimplyprovidingopportunitiestoreflectwouldbeinadequatebecausereflectionmaynotbeproductive.Thus,programswithin

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theunitstructuredcourse-specifictaskstobecompletedduringfieldandclinicalexperiences.Theselevel-specifictaskswouldenhancepre-serviceandin-serviceteachers’progressiontowardsbalancingcontextknowledgewithdisciplinedjudg-mentforteaching,learning,andproblem-solving(Minott,2010).Likewise,in-classassignments,suchaslessondemonstrations,collaborativeinquiryprojects,andpeerevaluations,weredesignedtopromoteananalyticalapproachtoreflection-in-actionandreflection-on-action.Moreover,theuniversityfacultyfocusedontheaffectiveaspectsofareflectivepractitioner. Reflectionistheimpetusofareflectivetransformativepractitioner.Reflectionrequiresconstantandcontinualclassroomobservation,evaluation,andsubsequentaction.Whenbecominganeffectiveteacherit’simperativetounderstandthe“why’s,“how’s” and “what if’s” of the teaching-learning process.This understanding isgarneredthroughtheconsistentpracticeofreflection,aswellaslearningthroughexperiences. Tostrengthenrelationswithpartnerschools,candidatesshouldbeplacedinschoolsinlargenumbersduringfieldexperiencesandstudentteaching.Candidatesplacedinpartnerschoolsinadequatenumbersshouldbeabletoexactchangeduringthereflectivetransformativetransitionbeginningwithinitialfieldobservationsandculminatingwithstudentteaching.Thefollowingaresomeexamplesofactivitiesthatpromotereflectionandengagecandidatesinthereflectiveprocesswhichin-clude:interviews,reflectivejournaling,lessonplans,instructiontools,videotapedlessons,professionalportfolios,skillmasteryprojects,simulations/roleplaying,andactionresearch.

Interviews Aspartoftheapplicationadmissiontoteachereducation, allstudents wereinterviewedbythechairofteachereducation.Therewerespecificquestionsaskedandratedduringtheinterview.Thescoreontheinterviewsuggestedthestudent’sabilityforsuccessinthedepartment.Theinterviewwasdesignedtohelpthemreflectontheirneedsandexperiencesastheymatriculatedthroughtheprogram.ThiswasalsoanopportunitytoreviewGeorgiaAssessmentCertificationExami-nation(GACE)withstudents.Suggestionsfromthechairofthedepartment wereprovidedonthebeststrategiesforpreparingtosuccessfullypassingtheGACEContentTest.

Reflective Journaling Thereflectivejournalprocessisinitiatedduringthefirsteducationalclass.Thereflectivejournalculminatesinthefinalcourse,studentteaching.Students/candidatesalsoreflectondifferentexperiencesduringallfieldexperiences.Students/candi-datesarerequiredtorecordactivities,thoughts,observations,feelings,incidentsandquestionsintheirjournals.Thereflectivejournalcanbeusedtodescribesitu-ations/events,andwhattheylearnedfromvariousexperiences.Students/candidatesareexpectedtoenhanceobservationalandcommunicationskills,explorefeelings,

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andassessprogress.Thejournalingprocessshoulddenotegrowthovertimeasthestudent/candidatesmatriculatethroughtheteachereducationprogram.

Lesson Plans Candidatescompletelessonplansinallmethodcourses.Alllessonplansmustfollowtheguidelinessetforthbythedepartment.Thelessonplanshouldincludeavarietyofinstructionalstrategiessupportedbyresearchtoimproveteachingandlearning.Candidateswillbeabletoreflectontheeffectivenessofthelesson.

Instruction Tools Candidates are required to develop instruction tools to enhance prek-12learning.Candidatesmustselectasubject/specificskillanddesignaninstructiontooltoteachskillstoyoungchildren.Candidateswillutilizetheinstructionaltoolduringfieldexperiences/studentteaching.Candidateswillreflectonhowstudentsinteractedwiththetooltodeterminethetool’seffectiveness.

Videotaped Lessons Candidatesareaskedtovideotapethemselvesteachingalesson.Thiscanbeintheclassroomorasimulation.Thecandidatesviewandlistentothetapeforthepurposeofanalyzinginstructionandstudents’responses.Thecandidatescanalsoreviewquestioningstrategiesandmonitorwaittimeandtransitions.Thecandidatescandeterminewhatwasdonewell in the lessonandwhatshouldchange.Thisreflectioncomponentcouldguidereteachingthelesson.

Professional Portfolio Theprofessionalportfolioisinitiatedduringtheinitialeducationcourses.Theprofessionalportfolioculminatesinthestudentteachingcourse.Specificartifactsareassignedtoeachclass.Students/candidatescompletetheassignmentsforinclu-sionintheportfolio.Theprocessofcreatingandselectingartifactsforinclusionintheportfoliorequiressignificantreflectivethinkingaboutone’sselfasateacherandgrowthovertime.TheportfolioshouldbealignedwithINTASC(InterstateNewTeacherAssessmentandSupportConsortium)andGPS(GeorgiaProfessionalStandards) andperformancestandardsforstudentteaching.

Skill Mastery Projects Theskillmasteryprojectisacomponentoftheportfoliofulfilledduringthestudentteachingcourse.Candidatesarerequiredtoselectasubjectandspecificskillintheclassinwhichtheyareinstructing.Thecandidateswilldevelopandadministerapretest.Thecandidatewillteachtheskillusingvariousinstructionalstrategies.Thecandidateswillthendevelopandadministeraposttest.Thecandidateswillcompleteacolorcodedbargraphdepictingthepretestandposttestscores.Thischartshouldshowifstudentstookstudentsfromnotknowingtoknowingtheskill.Candidatescanreflectonwhatwasdoneeffectivelyandwasdoneineffectively.

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Simulations/Role Playing Simulationscanbeusedtoprovideafertilelearningenvironmentforstudents.Candidatessimulateanactivitythatisreal.Theysimulatetheactivitysowellthereislittledifferencebetweenthesimulatedenvironmentandtherealone,andthesamekindoflearningexperiencecantakeplace.Simulationsarehands oninvolvingstudentssotheybecomeparticipants.Studentslearnbetterfromtheirownexperi-encesthanhavingothers’experiencesrelatedtothem.

Action Research Candidatesarerequiredtoidentifyasituation/problemnotedintheirclassroom.Candidatesutilizeallofthecomponentsofactionresearchtosolvetheproblem.Oncedataiscollected,dataisusedtoprovideinformationaboutwhatcanbedonetoimprovestudentlearningandteacherperformance.

Conclusion Incorporatingtheconceptofreflectionintoteachereducationprograms,preparesteachersforalifetimeofreflectingonbestpracticesthatimpactstudentachieve-ment.Astheauthorshavestated,therearevariouswaysinwhichreflectioncanbeincorporatedintoteacherpreparationprograms.Eachuniqueclassandprogramshoulddecidewhichmethodofreflectionworksbestwiththecourseconceptsandobjectivesof.Therefore,thepurposeofthisresearchwasnottorateorevaluatethemethodsofreflection,rathertoprovideexamplesofreflectionbeingusedintheeducationfieldandatAlbanyStateUniversity. As evident by this article, the teacher education program atAlbany StateUniversityincorporatesreflectivepracticesintoitsclasses.Theimplicationsthatthishasforfutureteacherswillimpacttheirpracticeinactualclassrooms.Whenstudentsaretaughttobereflectiveinvariousformatsforvariousreasons,thehopeisthatthispracticewillcontinueintheteachingclassroom.Theimplicationsforthispracticewillincludegreatersuccessinstudentachievementandteacherpractice.

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