I wonder what options I have to assess the reflective practice of student teachers and which methods I could use in the process.
Normally reflection would be done through an open-ended written response like a journal which may include prompts that ask student-teachers to think about different aspects of their performance. The difficulty with this is that if you were going to use it for research purposes (as opposed to just a teaching/learning exercise), you would need to develop a strong rubric, have at least two individuals assess each entry, and establish interrater reliability. Given the wide variability of the submissions, this could be challenging, not to mention very time consuming.
Another potential option may be to have student-teachers rate their own performance using the same scale that is used to assess them (some sort of rating scale or Likert scale that gauges their performance numerically on a number of different domains). Have them do this several times, at least as pre and post assessments with a mid-point assessment in between. You could use this to track the changes they perceive in their own performance but also potentially see if their perceptions correlate with the scores given by their supervisors on the same criteria. This would produce a metric representing their level of metacognition in the area. If their ratings agree strongly with the supervisor (both in high and low areas) then they show good metacognitive awareness of their performance. If their ratings do not agree, then they show poor metacognition and therefore limited reflection ability.
Josh Cuevas thank you so much for your insightful and helpful answer! I guess both options are very promising. I agree that the first option may be very time consuming. The idea to use open-ended written response like a journal was an idea we had in our research group, too. We are using E-portfolios with different tasks over the course of an intervention which we'd like to use for research purposes and also use interviews. The second option to use a Likert scale for assessment is a great idea. We are currently developing deductive categories to code our data. The option to integrate self assessment may be fruitful aswell. So thank you again for your help, we will take it into account. Kind regards!
If someone is to reflect on something, we must analyze this focus of attention and propose a hypothesis of progression on the local focus of the issue. see for example, on environmental education an old document
https://idus.us.es/bitstream/handle/11441/60073/Una%20hip%F3tesis%20de%20progresi%F3n%20sobre%20los%20modelos%20de%20desarrollo%20en%20Educaci%F3n%20Ambiental.pdf;jsessionid=689B69BE1FBF809DFF3D47CE4334D589?sequence=1
The progression of prospective primary teachers’ conceptions of the methodology of teaching
A Rivero, P Azcárate, R Porlán, RM del Pozo, J Harres
Research in Science Education 41 (5), 739-769662011La evaluación en la enseñanza universitaria
A Rivero, R Porlán
La enseñanza universitaria. Cómo mejorarla592017The progression of prospective teachers’ conceptions of school science content
R Martin del Pozo, R Porlán, A Rivero
Journal of Science Teacher Education 22 (4), 291-312532011La transición desde un pensamiento simple hacia otro complejo en el caso de la construcción de nociones ecológicas
JE García Díaz, A Rivero García
Diada451996Les obstacles à la formation professionelle des professeurs en rapport avec leurs idées sur la science, l'enseignement en l'apprentissage
R Porlán Ariza, E García García, A Rivero García, R Martín del Pozo
Aster, 26, 207-235
Reflective teaching is most of the time confused with technicality of teaching. Teachers at technical level sought to answer: What went wrong? What was the strength? What needs to be improved?
Reflective teachers should bring change in practice and beliefs of teaching.
Thank you José M Cardeñoso for the literature. I will go through it and see if I can use it for our research.
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