Do Scaffolding Tools Improve Reflective Writing in Professional Portfolios? A Content Analysis of Reflective Writing in an Advanced Preparation Program

ABSTRACT

Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students’ abilities in these areas. Research on reflectivity in writing indicates that students often need assistance to develop truly reflective narratives. This study explores the portfolio narratives of students in an advanced preparation program in Library Media Education over 3 years to determine the nature and quality of their reflective writing. Results of a content analysis indicate that the level of student reflectivity improved when a reflective writing scaffolding tool was used to assist students with their reflective writing tasks.

KEYWORDS:

• advanced preparation programs
• content analysis
• library media education
• reflective writing
• teacher education

Additional information

Notes on contributors

Cynthia R. Houston

Cynthia R. Houston is a professor in the Library Media Education Program at Western Kentucky University. Her research interests include clinical practice in Library Media Education, Web 2.0 applications, and international comparative librarianship.