ERIC Number: ED330671
Record Type: RIE
Publication Date: 1991-Feb-18
Reference Count: N/A
Classroom to Classroom: Restructuring To Meet Field Experience Needs.
Pape, Sharon L.; Smith, Lynn C.
This paper describes the results of a productive collaboration between university instructors who linked the principles and theories in reading methods coursework with the practical field experience of preservice teachers. The objectives of the collaboration were: to counter the effects of the isolation of theoretical premises of reading instruction from practical experience; to better meet the needs of students in their field experiences; and to create an environment for fostering developmental changes in students. The research explored: (1) how students' awareness of reading events in the field experience classroom affected their attempts to deal instructionally with those events; (2) whether students' classroom instructional activities reflected their epistemological beliefs; and (3) if modifications to the program improved students' pedagogical thinking about reading and reading instruction. Students' awareness of reading events, stimulated by journal writing, did affect their planning and implementation of instruction but did not raise their levels of reflectivity. To develop higher levels of thinking in teacher education students, programs need to provide students opportunities to struggle with problems in a supportive atmosphere. Teacher educators may enhance the opportunity for increased cognitive development by confronting students with dilemmas which create moderate disequilibrium. (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reflective Thinking
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (71st, New Orleans, LA, February 16-20, 1991).