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Psychological and Personal Dimensions of Prospective Teachers' Reflective Abilities

Department of Curriculum & Instruction, University of New Orleans

Janet C. Richards

Division of Education & Psychology, University of Southern Mississippi-Gulf Park

Justin Levitov

Graduate Education, Loyola University

Richard Speaker

Department of Curriculum & Instruction, University of New Orleans

With an increasing concern that teachers develop reflective thinking abilities as part of their teacher training programs, there comes a need to know more about the reflector. This knowledge can guide teacher education programs in providing experiences that will enhance or encourage reflective ability. A Q-technique factor analysis was employed to examine a number of psychological and personal characteristics of prospective teachers in order to provide a description of those who have been classified as reflectors. The results indicate that both psychological and personal characteristics may be useful for describing reflectors and non-reflectors. Implications for teacher education programs are discussed.

Educational and Psychological Measurement, Vol. 51, No. 4, 913-922 (1991)
DOI: 10.1177/001316449105100411


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