Beginning the journey: supporting reflection in early field experiences

Abstract

Critical incident analysis shows promise as a strategy for supporting a social justice orientation to reflection on teaching during early field experiences. This paper examines formal field reports written by students in pre‐education courses at a small, private, liberal arts university. These reports illustrate how students, through the analysis of critical incidents, were able to move beyond merely describing what they observed to a deeper level investigation of the social implications of educational practices.

Notes

* School of Education, Willamette University, 900 State Street, Salem, Oregon 97301, USA. Email: [email protected]

Additional information

Notes on contributors

Karen Deshon Hamlin *

* School of Education, Willamette University, 900 State Street, Salem, Oregon 97301, USA. Email: [email protected]