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| Autor/in | Alpert, Bracha |
|---|---|
| Titel | On the Contribution of Qualitative Inquiry to the Development of Reflective, Constructivist and Feminist Perspectives in Student Teachers. |
| Quelle | (2000), (30 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Constructivism (Learning); Educational Research; Elementary Secondary Education; Feminism; Foreign Countries; Higher Education; Inquiry; Preservice Teacher Education; Qualitative Research; Reflective Teaching; Student Teacher Attitudes; Student Teachers; Israel |
| Abstract | This paper describes how the experience of carrying out qualitative research contributes to student teachers' development of reflective thinking, promotes constructivist approaches in teaching and learning to teach, and supports feminist perspectives in teacher education. Data was collected from a Research on Teaching class at an Israeli teacher education college over 3 years. Data came from students' qualitative research papers and tape recorded protocols of: (1) college classes in which students presented pieces from their field notes and discussed their observations and interview data and (2) individual tutorials in which student teachers reported their research progress, discussed their data, offered interpretations, and attempted conclusions. Results highlight how qualitative research experience contributed to the development of reflective thinking, constructivist learning, and feminist perspective in five areas: (1) developing awareness of the complexity of the educational situation and ability to note details; (2) identifying problems and naming and framing phenomena as characteristics of reflective thinking; (3) connecting the particular to the general and connecting theoretical concepts from educational research literature to practice; (4) showing conceptual growth and generating personal theories and original categories; and (5) deepening personal and practical knowledge and developing personal theories and learning approaches in ways demonstrating acceptance as well as criticism. (Contains 37 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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