Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education

Abstract

This chapter describes several of the most common approaches to the preparation of more reflective teachers during preservice teacher education. After identifying the characteristics of and variability within this paradigmatic orientation, six specific strategies are discussed: action research; ethnographic studies; writing exercises; and the Ohio State ‘reflective teaching’ exercises. The paper also assesses the degree to which the benefits thought to be associated with inquiry-oriented strategies have been empirically validated by research.