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ERIC Number: ED338612
Record Type: RIE
Publication Date: 1991-Apr
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Charting Stages of Preservice Teacher Development and Reflection in a Multicultural Community through Dialogue Journal Analysis.
Zulich, Jan; And Others
This study was conducted in order to examine programmatic and personal dimensions that interact to shape a future teacher's beliefs and practices. The study charted stages of preservice teacher development through dialogue journal case study analysis of eight students representing divergent academic disciplines and cultural biographies. The preservice teachers passed through three discernible stages which parallel three program sections: (1) Introductory/Introduction to Education; (2) Intermediate/Content Area Reading/Writing; and (3) Immersion/Student Teaching. Dialogue journals written at these three stages demonstrated that preservice teachers' personal biographies interact with the other dimensions that influence them, such as discipline and the quality of preservice experience in the classroom, leading to an ability to negotiate and reflect on the competing demands of becoming a teacher. Some implications for teacher education programs and future research are that: programs should provide opportunities for preservice teachers to examine their own autobiographies in relation to stages of teacher development; and experienced teachers that might share their struggles to become skilled practitioners with those just starting out. (Author/LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Biographical Analysis; Reflective Analysis
Note: Based on a paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).