ERIC Number: ED348460
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Examining Cultural Conflict in Urban Field Experiences through the Use of Reflective Thinking. Draft.
Farber, Kathleen S.; Armaline, William D.
This study assessed the influence of reflective thinking on the early field experiences of preservice teachers who later taught in urban settings that were radically different from those they experienced as students. Reflective thinking refers to consciously identifying and defining schooling and classroom problems, generating reasonable "guiding ideas" or hypotheses, and testing them through intelligent action. The study combined scholarly activity explicating and operationalizing the concept of reflectivity with quantitative and qualitative data. Fifty-six male and female education students in urban field sites were divided into a control group (n=28) given a typical early field experience and an experimental group (n=28) given an experience designed to develop reflective thinking through reflective sessions following each weekly classroom experience. Both groups kept journals and completed a narrative evaluation of their experience, and both groups were tested for logical thinking. Test results show that the control group had slightly higher logical reasoning ability than the experimental group. Analysis of the journals found that the treatment group wrote more, in greater detail and depth, and with more analysis and application of a variety of issues that affect schooling success than did the control group. The treatment group analyzed themselves more deeply in terms of understanding differences between their culture and their students' cultures. Included are 2 tables and 40 references. (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reflective Thinking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).