Abstract
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Creating a habit of reflective practice promotes ongoing and sustainable instructional improvement for preservice teachers. Furthermore, reflection enables teachers to strengthen their instruction through critical analysis of student learning and engagement. While reflection may be intuitive for an in-service teacher, preservice teachers need this experience to develop intentional and automatic reflective practice. Adopted from the field of medicine, Subjective, Observation, Assessment, Planning (SOAP) Notes is a reflective strategy that allows educators to critically reflect on the lessons they have taught. SOAP Notes promote critical reflection on planning and student learning and may impact classroom management and instructional decision-making.
DOI
https://doi.org/10.26077/b2e1-0829
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Weaver, Joanna C.; Bertelsen, Cynthia; and Othman, Kaylani
(2022)
"Reflection Impacts Preservice Teachers Instruction and Planning,"
Journal on Empowering Teaching Excellence: Vol. 6:
Iss.
2, Article 3.
DOI: https://doi.org/10.26077/b2e1-0829
Available at:
https://digitalcommons.usu.edu/jete/vol6/iss2/3
