Abstract
Outcomes of reflective teaching, a new form of on-campus laboratory teaching experience, were assessed in this field experiment. Two randomly selected sections of a methods course for secondary teachers participated in reflective teaching; two remaining sections served as controls. Measures linked to expectations were administered on a pre-posttest basis. Logits analyses on resultant qualitative data supported one of the anticipated outcomes, that reflective teaching enhances the ability of students to express themselves in a more analytical manner on matters concerning teaching. Remaining expectations received either modest or no support. Results, though mixed, were encouraging.
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