A Conceptual Framework for Reflection in Preservice Teacher Education

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Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers (2003, methodology): “New teachers have the tendency to model their practice on their own K-12 educational experiences (Pajares, 1992; LaBoskey, 1993; Hatton & Smith, 1995; Wideen et al., 1998; Brownlee et al., 2001).”
Portfolios as evidence of reflective practice: what remains ‘untold’ (2005, background): “…dossiers (Graves & Sunstein, 1992) to evaluate performance in relation to external evaluation requirements, and as ‘envelopes of the mind’, for exploring feelings, values, beliefs and dispositions, collected over time (Kremer-Hayon, 1993; Laboskey, 1994; Hamilton, 1998; Smith & Tillema, 1998).”
The Portfolio as a Tool for Stimulating Reflection by Student Teachers. (2007, background): “Kubler LaBoskey (1993) made a similar distinction between ‘common-sense thinkers’, who ask ‘what works’ and ‘how to’ questions, and ‘alert novices’, who ask ‘why’ questions.”
Developing reflective practice in student teachers: collaboration and critical partnerships (2005, background): “La Boskey (1993) also draws attention to the significance of the way a student’s thinking might influence their ability to reflect on practice.”