Supporting teacher candidates’ multidimensional reflection: a model and a protocol

Department

School of Instructional Technology and Innovation

Document Type

Article

Publication Date

1-1-2021

Abstract

In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and discuss the significance of intentional and systematic reflection on professional competencies. In the conclusion, we bring these ideas together to discuss the implications for a self-directed and agentic approach to reflection and professional growth.

Journal Title

Reflective Practice

Journal ISSN

14623943

Volume

22

Issue

2

First Page

187

Last Page

202

Digital Object Identifier (DOI)

10.1080/14623943.2020.1865904

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