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An Exploration Of Reflective Thought Based On Reaction, Relevance, And Responsibility Using The Tools Of Drama, Collage, And Personal Narrative With Preservice Teachers, Carol Jo Brazo

Faculty Publications - College of Education

This study examined the usefulness of focused reflection in helping preservice teachers develop their vision for professional practice. Sixteen students progressed through learning events during the first ha(f of their Master of Arts in Teaching program utilizing four central categories of professional identity, reaction (emotional responses), relevance (cognitive responses), and responsibility (psychomotor responses). Students utilized the tools of drama, collage, and personal narrative. Written reflections followed each learning event. Respondents were encouraged to tie learning events to theory and to deconstruct their experiences. Reflections were structured usingprofessionalzdentz(y, reaction, relevance, and responsibiliry. Evidence from the study revealed that professional identity evolved …