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Improve the professional quality of pre service teachers through daily teaching reflection

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Document pages: 4 pages

Abstract: This study evaluates the hypothesis that according to the measurement results of the student teaching reflection survey (STRs) (Robichaux, 2001), pre service teachers who need portfolio assessment score higher in professionalism than pre service teachers who do not need portfolio assessment. A sample of 510 pre service teachers (232 non files and 278 files) supports this hypothesis. It seems that the combination of professional archives can cultivate more reflective practitioners, so as to cultivate more effective educators who can deal with the complexity of teaching specialty.

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