An Examination of the Construct of Critical Reflection: Implications for Teacher Education Programming in the 21st Century

By D. Yost, Sally M. Sentner, Anna Forlenza-Bailey. 2000

456 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c51c36706589c927b2c9bd48bcbb30d6df05c629

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In Education

Citations in the corpus

Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers (2003, background): “Recently, definitions of reflection and effective instructional tools to develop reflection have been examined (Hatton & Smith, 1995; Dieker & Monda-Amaya, 1997; Yost & Sentner, 2000).”
Nurturing Confidence in Preservice Elementary Science Teachers (2006, background): “Understanding of beliefs about teaching and learning in preservice teachers is an important educational concern in the new millennium (Yost et al., 2000).”
Development of a tool to assess teachers’ level of reflective practice (2008, unknown): “Likewise, researchers have found that helping prospective teachers acknowledge, articulate, and challenge their beliefs enhances reflection (Boyd, Boll, & Brawner, 1998 ; Nais, 1987 ; Walkington, 2005 ; Wideen, Mayer‐Smith, & Moon, 1998 ; Yost, Sentner, & Forlanza‐Bailey, 2000 ).”
The growth of reflective practice among three beginning secondary mathematics teachers (2010, background): “Yost, Senter and Forlenza-Bailey ( 2000 ) recommend that research focus on the role of teacher education experiences, including the school-based practicum, in helping pre-service teachers become more adept at critical thinking.”
Learning to Teach English in Hong Kong: The Opinions of Teachers in Training (2003, background): “…an apprenticeship of observation [their italics], many of the values, practices and beliefs of their teachers’ (Stuart & Thurlow, 2000: 114) and believe that teaching is simply a matter of liking children and transmitting knowledge (Huling-Austin, 1992; Stuart & Thurlow, 2000; Yost et al., 2000).”
The language teacher's development (2005, background): “A number of studies have demonstrated that more reflective teachers are better able to monitor, make real-time decisions and respond to the changing needs of learners than less reflective teachers (Yost et al. 2000; McMeniman et al. 2003).”
Promoting Reflection in Teacher Preparation Programs (2012, methodology): “Yost, Sentner, and Forlenza-Bailey (2000) called for multiple, diverse opportunities for reflection: Preservice teachers must have numerous clinical experiences linked to a variety of reflective approaches, that is, seminars, journal writing, portfolios, and action research.”
An investigation into excellent tertiary teaching: Emphasising reflective practice (2004, background): “Dewey defined reflection as “an active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds supporting it and future considerations to which it tends” (Dewey (1933) as cited in Yost et al. 2000, p. 39).”