Inquiry into the Reflective Practice of Teacher Candidates
Abstract
Tools for assessing teacher candidates have evolved from subjective observation of candidate performance in the classroom to a more authentic assessment of teaching practice. Assessment of teacher knowledge in today’s arena of high-stakes testing and high-accountability must align more closely with assessing how teachers impact student learning, and how teachers utilize reflection to improve practice. Argyris and Schön (1974), imply that teacher quality involves more than rules and surface level experiences, but also includes reflective practice as evidenced in the double-loop learning process. Additionally, Eilertsen and London’s (2005) description of learning included the triple-loop process. The purpose of this study was to determine whether the reflections of teacher candidates on their teaching is indicative of a single-, double- or triple-loop learning process. The methodology included two focus groups comprised of teacher candidates at the conclusion of their student teaching experience. An examination of the reflections of candidates who completed an e-portfolio (Focus Group I) and the reflections of candidates who completed the Teacher Performance Assessment (edTPA) (Focus Group II) was conducted. Interview data from Focus Group II suggests the edTPA fostered stronger capacity for reflective practice as evidenced in a preponderance of double- and triple-loop learning patterns. The