Psychological and Personal Dimensions of Prospective Teachers' Reflective Abilities
Document Type
Article
Publication Date
12-1991
Digital Object Identifier (DOI)
https://doi.org/10.1177/001316449105100411
Abstract
With an increasing concern that teachers develop reflective thinking abilities as part of their teacher training programs, there comes a need to know more about the reflector. This knowledge can guide teacher education programs in providing experiences that will enhance or encourage reflective ability. A Q-technique factor analysis was employed to examine a number of psychological and personal characteristics of prospective teachers in order to provide a description of those who have been classified as reflectors. The results indicate that both psychological and personal characteristics may be useful for describing reflectors and non-reflectors. Implications for teacher education programs are discussed.
Citation / Publisher Attribution
Educational and Psychological Measurement, v. 51, issue 4, p. 913-922
Scholar Commons Citation
Pipe, Joan G.; Richards, Janet; Levitov, Justin; and Speaker, Richard, "Psychological and Personal Dimensions of Prospective Teachers' Reflective Abilities" (1991). Teaching and Learning Faculty Publications. 625.
https://digitalcommons.usf.edu/tal_facpub/625
