ABSTRACT
The fact that teachers’ cognitions are the driving force behind their behaviors in the classroom makes it essential that whenever you analyze your own teaching, you incorporate assessments of your own thoughts and decision making as well as your instructional practices. In this book, the model we present provides the conceptual basis for approaches you, as a preservice teacher, can use to refl ect on and assess your teaching in a structured way. As we suggested in previous chapters, the lesson plan you write and your instructional practice are only part of your work. The cognitions that you have before you write your lesson plan, the thoughts you have while teaching your lesson, and the thoughts you have after you have completed your lesson are also critical components of teaching. To facilitate analyses of cognitions and instructional practices before, during, and after lessons, we recommend participating in written and oral pre-and postlesson activities. Although you cannot be expected to write pre-and postlesson activities on a daily basis, writing your plans and thoughts when your supervisor or a peer observes you or for a videotaped lesson can be an excellent tool for professional growth. Moreover, if you get accustomed to thinking about your lesson in such a structured manner, it is likely that it will become a natural part of your refl ective practice (even though it may not be in written form). It is this application of the model, explained and exemplifi ed in the sections “Refl ection and Self-Assessment with the Assistance of a Supervisor or a Cooperating Teacher,” “Refl ection and Self-Assessment with Peers,” “Refl ection and Self-Assessment Using a Videotape,” and “Refl ection and Self-Assessment Through Journal Writing and Online Communication,” that is the focus of the remainder of this chapter.
