Title: The impact of approaches to reflection and learner control upon critical reflection
Authors: Callens, Jean-Claude ×
Elen, Jan #
Issue Date: Aug-2011
Publisher: Carfax Pub., Taylor & Francis Ltd.
Series Title: Reflective Practice vol:12 issue:4 pages:495-506
Abstract: During their studies, pre-service teachers are repeatedly asked to reflect. In this contribution we study the impact of learner control on critical reflection for two
approaches to reflection: a non-linear approach and a linear approach. One hundred and seventy-six reflection assignments of pre-service teachers were used in
the analysis. The results reveal that the reflection assignments – irrespective of the different conditions – contained few elements of critical reflection. A twoway
ANOVA shows the main effects of approach to reflection and learner control on the degree of critical reflection. Further analyses reveal that students score higher on critical reflection when they reflect with a linear approach than when they reflect with a non-linear approach, and that the pre-service teachers in this study score better on the degree of critical reflection when they have
more learner control. To conclude, we first make some methodological remarks and then discuss the practical implications of this current study.
ISSN: 1462-3943
VABB publication type: VABB-1
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Education and Training
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
14623943.2011.pdf Published 189KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members


All items in Lirias are protected by copyright, with all rights reserved.