Supporting student teachers’ reflection through assessment: The case of reflective podcasts

Reflection is a key learning objective of teacher education, yet little known about the ways in which it could be supported through assessment. In this case study (N = 14), we examine potential novel assessment task—reflective podcasting—in supporting first-year student teachers’ reflection. We analyzed group podcasts and corresponding reflections found that task engendered Three theory-driven dimensions were constructed to emphasize unique nature for reflection: experientiality, authenticity, communality. encourage factoring these into designs seek foster