Abstract
To achieve licensure in the United States, many teacher candidates must demonstrate competency as reflective practitioners. This requires many of them to describe their experiences through reflective writing, a mode of writing that is far from the academic writing that is taught throughout their baccalaureate education. Much reflective writing is being assigned to teacher candidates without it being taught. In an effort to intervene in that pattern, the authors examined multiple sources and developed a framework to teach to their teacher candidates to support them to communicate their practices as effective, reflective practitioners. This paper documents the evolution of creating a framework for teacher candidates to effectively write in a reflective mode.
Recommended Citation
Pasternak, Donna L. and Rigoni, Karen K.
(2015)
"Teaching Reflective Writing: Thoughts on Developing a Reflective Writing Framework to Support Teacher Candidates,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 4:
Iss.
1, Article 5.
Available at:
https://scholarworks.wmich.edu/wte/vol4/iss1/5
Included in
Curriculum and Instruction Commons, Rhetoric and Composition Commons, Secondary Education and Teaching Commons