Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching

Abstract

This study incorporated multiple methods of analysis to explore the productivity of future teachers' reflections after viewing animations as representations of algebra instruction. Two groups of future teachers posted their reflections on an asynchronous, electronic discussion board with no instructor scaffolding. The productivity of the reflections varied depending on whether their content, connectedness, or complexity was considered. This highlights the need to consider reflection as a multidimensional construct. The role of teacher educators and the benefits of using animations to facilitate productive reflection by future teachers are considered. In addition, the studying and reporting of reflection data are also discussed.