Abstract
ABSTRACT The purpose of clinical courses in teacher education programs is to reflect on practice. Yet there is little research on how best to structure critical self-reflection with early childhood special education (ECSE) teacher candidates. Following a review of research promoting ECSE teacher candidate reflection and a discussion of critically reflective practice, I present a self-study in which I mapped my experience designing and facilitating self-analysis as an entry point for critical reflection in a final graduate internship course for early childhood special education teacher candidates. I share my mapping process as one way to facilitate critical self-reflection in the culminating clinical seminar.
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