Modeling preservice middle school science teachers’ reflective practice

We present an empirically based model for modeling the quality of pre-service teacher reflection. Conversations from twelve groups a total 47 teachers were video recorded and transcribed verbatim. First, we analyzed their conversations through practical epistemology analysis operationalization Dewey’s definition reflection to identify moments that appeared in teachers’ talk. Thereafter, employed reflective attitudes, responsibility, open-mindedness whole-heartedness, with aim understanding roles how they relate Our results show attitudes played different on these particular patterns our data it was possible use them suggest presence all corresponds higher than absence any them. Moreover, identifying one or more PSTs’ makes explicitly talk about what aspects should be improved, why. contribute first tentative which may support educators work development practice.