Validation of a reflective practice rubric for evaluating the complexity of teacher candidate digital and written reflections

ABSTRACT

This study was conducted to validate the effectiveness of a previously published rubric for evaluating the reflective characteristics contained within reflective artifacts. The goal of the study was to test the validity of the rubric when evaluating written reflection and digital artifacts of teacher candidates. The theory of reflection is discussed, and the process of eliciting higher levels of reflection through various modalities from written prompts. Secondly, this study describes the process participants followed while learning to use the rubric, the methods of evaluating artifacts using the rubric, and the results the study produced. The rubric proved to be an effective tool when determining the level of reflection, a teacher candidate demonstrated. Lastly, this article discusses limitations of the rubric, as well as suggestions for further research regarding teaching reflective practices, and how to refine one’s own reflective skills to achieve a level of deep reflection on/for action.

KEYWORDS:

• Reflective practice
• teacher candidates
• written reflection
• digital storytelling
• passionate creed

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Office of Research and Sponsored Programs, UW-Eau Claire.

Notes on contributors

Kirstin Rossi

Dr. Kirstin Rossi is an Assistant Professor at the University of Wisconsin - Eau Claire.  She coordinates the Unified Early Childhood program within the Special Education Department.  She teaches a variety of courses within the program including Language and Cultural Diversity in Early Childhood, Play and Sensory Integration, Numeracy, and Pre-Primary Methodology.  Her research interests include reflective practice, universal design for learning, and inclusive practice.

Cathy Thorsen

Dr. Cathy Thorsen is a professor and chairperson for the Department of Special Education at the University of Wisconsin—Eau Claire. She also is a Co-coordinator of the Teacher Education Program. Her research interests include reflective practices, early childhood special and regular education, and educator preparation.