Abstract
ABSTRACTReflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students’ abilities in these areas. Research on reflectivity in writing indicates that students often need assistance to develop truly reflective narratives. This study explores the portfolio narratives of students in an advanced preparation program in Library Media Education over 3 years to determine the nature and quality of their reflective writing. Results of a content analysis indicate that the level of student reflectivity improved when a reflective writing scaffolding tool was used to assist students with their reflective writing tasks.
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