Understanding and assessing preservice teachers’ reflective thinking

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How researchers see this paper

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Fostering Preservice Reflection through Response Journals (2008, methodology): “The frameworks proposed by Lee (2005) and Hatton and Smith (1995), which characterize reflection in terms of the depth of reflective thinking, are combined as follows:”
Feedback Dialogues That Stimulate Students' Reflective Thinking (2013, background): “It is an intentional form of thinking that makes students aware of their learning and performance in a context (Lee, 2005).”
The growth of reflective practice among three beginning secondary mathematics teachers (2010, background): “Lee ( 2005 ) reported on the content and depth of pre-service teachers' reflective thinking.”
Reflecting on reflection: framing a design landscape (2010, background): “It is often referred to as dialogic reflection, as it primarily involves seeing things from a different perspective (e.g., Jay & Johnson, 2002; Manouchehri, 2002) and considering alternatives (e.g., Davis, 2006; Ward & McCotter, 2004), aspects of an ideal conversation with another.”
Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers (2008, background): “A number of researchers have developed frameworks for assessing teacher reflection (e.g., Lee, 2005; Manouchehri, 2002; van Es & Sherin, 2008; Ward & McCotter, 2004) that consider the focus of the reflection and the use of evidence, and include a means of categorizing the nature of the reflection.”