Written Case Analyses and Critical Reflection.

Abstract Preparing teachers who are reflective requires a clear conception of what reflection is and the means to foster its development. It also requires a way to gauge that development. This study suggests that students' written analyses of dilemma-based cases can be used to do so. Multiple aspects of critical reflection are clearly apparent in students' analyses: prospective teachers recognize and acknowledge the perspectives of the multiple participants in the educational process, consider the consequences of action, and identify and clarify taken-for-granted assumptions in a variety of ways. Each lens provides different insight into students' ability to critically reflect.

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