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Developing Teachers Who Are Reflective Practitioners: A Complex Process, Alcione N. Ostorga

Bilingual and Literacy Studies Faculty Publications and Presentations

Teachers everywhere are being held accountable for their professional actions through the test-driven curricula sweeping the nation. The National Council for the Accreditation of Teacher Education (NCATE, 2002) makes it clear that promotion of reflective practice is an important component of teacher education programs. This multiple case study examines the relationship between epistemic stances and reflective thinking using a set of theories and instruments that allowed for the analysis of these constructs. The participants' epistemic stances were examined through the use of instruments developed by Baxter-Magolda (1992) while the qualitative aspects of reflective thinking were examined through the use of …