Abstract
The notion that teachers must be “reflective practitioners” has long been supported by research, and teacher education programs typically promote reflection as one of their central tenets. Additionally, several rubrics have been created and used to evaluate pre-service teachers' reflection. The challenge, however, is that few of these rubrics are research-based or have been validated. In response, this article presents a narrative that explains how three teacher educators came together and used qualitative research methods to construct and validate a rubric designed to evaluate pre-service teachers' reflections. This rubric can be adopted by teacher educators to assess the quality of their pre-service teachers' reflections.
Recommended Citation
Cherner, Todd; Ellerbe, Marcie; and Andrei, Elena
(2015)
"A Rubric for Revitalizing Teacher Reflection,"
Teacher Education Journal of South Carolina: Vol. 8:
No.
1, Article 5.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol8/iss1/5