FOR PRESERVICE ART TEACHERS
To assess your development in reflective thinking and
writing, you can utilize the 'benchmarks' within your teacher education
program. A benchmark is a point within the program where it is expected
that you have fulfilled certain requirements and expectations. Benchmarks
are typically acceptance into the teacher education program, mid-program
review, the student teaching experience and the completion of the program.
Each institution may articulate the "Benchmark" differently, and have different requirements. The following are benchmark requirements for UW-Stout Art Education Program.
What kind of reflections and artifacts should I have at Benchmark I or at acceptance into the teacher education program?
Note: Check your program requirements as programs slightly vary.
Reflections that have been evaluated at least at basic level.
What kind of reflections should I have at Benchmark II or prior to student teaching or mid-program review?
Reflections that have been evaluated at least the basic level.
What kind of reflections should I have at Benchmark III or at program completion?
Reflections that have been evaluated consistently at basic level.
What do I do with all my reflections and artifacts at program completion at benchmark III?
For creating portfolios in other programs, at UW-Stout, students are using Chalk and Wire, an e-Portfolio system.
CLICK HERE FOR TIPS ON ORGANIZING YOUR PORTFOLIO
References on Reflective Thinking
Davis, M., P. Hawley, B. McMullan and G. Spilka. (1997). Design as a catalyst for learning. Alexandria, VA: Association of Supervision and Curriculum Development.
Dewey J. (1933). How we think. Lexington, MA: D.C. Heath and Company.
Freiberg, H.J. (1995). Promoting reflective practice. In G.A. Slick (Ed.). Emerging trends in teacher preparation: The future of field experiences. Thousand Oaks, CA: Corwin.
Schon, D. (1988). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass Publishers.
Tabachnick, B.R. and Zeichner, K. (Eds.) (1991). Issues and practices in inquiry-oriented teacher education. New York: Falmer.