Voice's of Preservice Teachers: Improving Teaching and Learning Through Microteaching and Critical Reflection
The purpose of this exploratory case study was to examine critical reflection as a means of effective pedagogical development for preservice teachers enrolled in a PDS teacher preparation program.
||Critical Reflection, Improving Teaching and Learning, Microteaching, Preservice Teachers
International Journal of Learning, Volume 13, Issue 4, pp.151-158.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 845.102KB).
Nancy Albrecht is an associate professor in the department of School Leadership and past director of admissions for teacher education at Emporia State University in Emporia, Kansas. She has been a high school principal and classroom teacher including teaching experience in Europe. Nancy has presented internationally, at national conferences, as well as state and local presentations. Her doctorate and masters degrees are both in educational leadership. She serves on a local Board of Education and works with teachers and students to improve student achievement. Areas of research include: Collaboration and Reflective Practice for Faculty Professional Development; Transformational Professional Development, Building Learning Communities, and Improving Teaching and Learning.
Gwen Carnes is an assistant professor in the department of School Leadership. Her teaching responsibilities include research design and statistics. Gwen has experience as a middle/high school mathematics teacher and university instructor, as well as having participated as a Master Teacher in Residence in the Oklahoma Teacher Education Collaborative, an NSF grant project. Her research interests include issues in mathematics education reform, teacher efficacy, and novice teacher induction programs.
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