Search results for: Estrada Verónica López

In an effort to promote a critical reflective stance in the beginning teacher, this study developed an instructional model for preservice teachers at the undergraduate level. The authors' assumptions were that this assignment would help student teachers develop a readiness to engage in professional inquiry and that it would foster the development of a professional practice based on a critical reflective stance. The sample consisted of students in two sections of a student teaching seminar course taken during their last semester of undergraduate course work.