A Longitudinal Study on Reflection of Preservice Teachers.

Autor/inn/en	Galvez-Martin, Maria Elena; und weitere
Titel	A Longitudinal Study on Reflection of Preservice Teachers.
Quelle	(1996), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Critical Thinking; Elementary Education; Higher Education; Longitudinal Studies; Masters Degrees; Outcomes of Education; Preservice Teacher Education; Reflective Teaching; Student Journals; Student Teachers + Suchen Sie Ihr Suchwort? Kritisches Denken; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Lehramtsstudiengang; Lehrerausbildung; Studentenzeitung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	The level of reflection achieved by preservice teachers (N=21) at the end of their Master of Education program is analyzed in this exploratory study. Data were collected from class sessions and field experiences during three quarters. Subjects engaged in reflection by writing in journals about readings, class discussions, and field or student teaching experiences. Findings indicated that if preservice teachers engage in reflective activities, they improve their level of reflection but do not achieve the highest levels of reflection without specific training. Without any background in teaching theory, preservice teachers retold events without interpretation or analysis. Preservice teachers with training seemed to gain more understanding about the application of certain strategies or procedures. Results suggested that the theme of teachers as reflecting professionals should be pursued in preservice education and specific training should be extended in these programs. Includes five tables with statistics. (Contains 16 references.) (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC