Abstract
Reflective practice serves as a powerful pedagogical strategy for teachers—especially those in low-resource, rural areas. This qualitative case study looked at secondary education pre-service teachers in their first education course. Analysis of focus observation essays data indicated that pre-service teachers were incorporating reflective practice in their field observations, but were not addressing issues of diversity – specifically race and socio-economic status. This study is significant for understanding how pre-service teachers engage in reflective practices with respect to diversity.
Recommended Citation
Casale, Carolyn and Thomas, Adrainne
(2019)
"Pre-service Teachers: Reflections on Observed Practice,"
Journal of Educational Research and Innovation: Vol. 7, Article 4.
Available at:
https://digscholarship.unco.edu/jeri/vol7/iss1/4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons
