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The text presents Albany State University’s standards-based conceptual framework, aiming to prepare reflective transformative practitioners via dynamic, evolving knowledge grounded in research, best practices, and professional values. It defines reflection historically through Dewey’s concept and extends it through Schon’s reflection types, showing how reflection shapes teacher effectiveness, transforms action, and supports future instruction to strengthen student achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflective-practice-in-teacher-education-programs-at-a-hbcu/602449/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflective-practice-in-teacher-education-programs-at-a-hbcu/602449.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the conceptual framework described for Albany State University’s teacher preparation program?","Question",{"text":112,"@type":113},"The program aims to prepare reflective transformative practitioners by integrating standards and dynamic knowledge into educator preparation, fostering inquiry-driven growth and future-ready practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Dewey explain reflection in the context of teaching?",{"text":117,"@type":113},"Dewey defines reflection as carefully and seriously considering a subject in the mind to enable deliberate, intentional action, supporting teachers in turning experiences into more effective practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the two main types of reflection identified by Donald Schon, and how do they differ?",{"text":121,"@type":113},"Schon describes Reflection-on-Action, where teachers reflect after daily lessons to adjust future teaching, and Reflection-in-Action, where teachers reflect during teaching and improve their instruction immediately.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602449,1792189044,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Reflective Practice in Teacher Education Programs  \nat a HBCU  \nBy Kirsten Lupinski, Patricia Jenkins, Audrey Beard, & LaTasha Jones  \nKirsten Lupinski is a professor in the Department of Health, Physical Education, and Recreation and Patricia Jenkins and Audrey Beard are professors in the Department of Teacher Education, all at Albany State University, Albany, Georgia. LaTasha Jones is a clinical assistant professor in the Department of Middle-Secondary Education and Instructional Technology in the College of Education at Georgia State University, Atlanta, Georgia.  \nOneof the major outcomesofthe educational reform movement in the United States during the past decade has beentheincreasedfocus on theprofessionalpreparationof educators(Darling-Hammond,1997).Accordingto Sanders and Rivers, numerous studies indicate that educators make a significant difference in their students’education (1996) . In response to the incessant calls to improve and assure educator quality, the educationprograms atAlbany State University adopted a conceptual framework that integrates state, national, and professional standards into its education preparation programs. As such a standardsbased preparation approach was developed to empower future professional educators who graduate from Albany State University.  \nThe conceptual framework at Albany State University consists of multiple forms of knowledge, drawn from many disciplinesand sources, including research,  \nbest practices, historical and cultural perspectives, the learning community of education practitioners and professional and community values. One tenet of the conceptual framework is the goal of a reflective transformative practitioner. This principle is based on the assumption that the knowledge that supports our program is dynamic and continues to evolve as inquiry and research about teaching and learning are established.  \nThe evolution of reflection in teaching and teacher education can be traced back to John Dewey who used the idea of the scientific method to scaffold how people think and learn. Dewey made a tremendous impact on education and how teachers use reflection in order to increase their personal and professional experiences. He defined reflection as “turning a subject over in the mind and giving it serious and consecutive consideration, thereby enabling us to act in a deliberate and intentional fashion. Reflection involves active, persistent and careful consideration”(Dewey as cited in Sweigard, 2007) .  \nSince the inception of Dewey’s laboratory schools, reflection has become a major component for programs that prepare educators. Reflection can be a rich source of continued personal and professional growth. This provides an opportunity for professionals to renew and revive their practice. Educators gain information about their teaching from their own observations of themselves, coupled with their own reflections (Paulson & Kenneth cited in Sweigard, 2007) . Reflection is a gift professionals can use to grow from experiences. Through reflection, professionals develop context specific theories that further their own understanding of their work and generate knowledge to inform future practice. When an educator engages in meaningful reflection, conclusions can be drawn that provide insight for future instruction. The primary emphasis is to prepare educators to create learning environments that are conducive to the teaching and learning process which will positively impact student achievement.  \nIn order to become a reflective transformative practitioner, one must first understand what a reflective practitioner is and what transformation means. A transformative leader engages in reflection and action. Therefore in order for an educator to become a transformative leader, they must first learn the important skill of reflection. The next section of this article will describe the concept of reflection and the concept of transformation independently. These independent definitions will ","cbCais7kZv3JqbTN","https://ap.wps.com/l/cbCais7kZv3JqbTN","pdf",70275,12,"English","# Reflective Practice in Teacher Education Programs at a HBCU\n## Standards-based preparation and the reflective transformative practitioner\n## Reflection in teaching: Dewey’s foundation\n## Types of reflection: Schon and related researchers","[{\"question\":\"What is the main goal of the conceptual framework described for Albany State University’s teacher preparation program?\",\"answer\":\"The program aims to prepare reflective transformative practitioners by integrating standards and dynamic knowledge into educator preparation, fostering inquiry-driven growth and future-ready practice.\"},{\"question\":\"How does Dewey explain reflection in the context of teaching?\",\"answer\":\"Dewey defines reflection as carefully and seriously considering a subject in the mind to enable deliberate, intentional action, supporting teachers in turning experiences into more effective practice.\"},{\"question\":\"What are the two main types of reflection identified by Donald Schon, and how do they differ?\",\"answer\":\"Schon describes Reflection-on-Action, where teachers reflect after daily lessons to adjust future teaching, and Reflection-in-Action, where teachers reflect during teaching and improve their instruction immediately.\"}]","Reflective Practice in Teacher Education Programs at a HBCU | PDF",1792094708]