“Students had multiple opportunities to grow as reflective practitioners as they critically looked back on who they were at the beginning of their Master’s Program and how they had evolved as teachers and learners at the conclusion of their Program...Students developed a heightened level of confidence and competence that motivated them to be leaders and […]
“Self-reflection and peer review are empowering forms of assessment that require engagement and involvement, and students are often best placed to provide feedback on each other’s technical and interpersonal performance...Self-reflection and peer review also help students prepare for their post-graduation work environments and duties, which has positive implications for the development of future mentors and […]
“Findings indicated (a) processfolios became a lens through which students focused their growth as reflective teachers; (b) a lack of examples and confusion over specific processfolio requirements was stress inducing; (c) the collaborative nature of working within a peer/faculty cohort was socially, emotionally, and academically valuable; (d) students effectively used the processfolio to demonstrate synthesis […]
“While the school counseling instructor conceptualized the ePortfolio process and product as a form of personalized action research focusing on aspirational goals, the school counselors-in-training experienced the ePortfolio as a useful product for reflection and job preparation but did not grasp the process as a form of personalized action research.” (p.65) “Overall, the school counselors-in […]
“From these results, we can speculate that it is possible that individual reflection assignments may be just as effective in reaching these positive team process outcomes, a conclusion which conflicts somewhat with the finding of Dayaram and Fung (2012).” (p.24) “Through such shared reflection, not only are individual team members asked to make a more […]