Abstract
Drawing on Zeichner's levels of reflection (Liston and Zeichner 1996), this study uses a fine-grain analysis of portfolio entries to describe the reflective practice of a cohort of preservice secondary education teachers as they student teach, participate in a student teaching seminar, and prepare the Vermont Licensure Portfolio. The paper raises questions about the tension between satisfying state mandates while facilitating critical reflection among preservice teachers and recommends a broader curriculum for teacher education programs to further develop preservice teachers' critical reflection.
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