ERIC Number: ED365715
Record Type: RIE
Publication Date: 1993-Nov-11
Reference Count: N/A
Creating the Reflective Practitioner: Sources and Causes of Student Teacher Deviation from Planned Lessons.
Harris, Jimmy Carl; Wear, Stella Brown
The need to teach student teachers to be reflective in solving problems and planning teaching events has led to an interest in developing appropriate data collection procedures for interns learning to perform self-evaluations. A study of 15 undergraduate student teachers was conducted to determine the extent to which they could perform unaided recall of deviation from their planned lessons. Deviations were categorized in terms of aided or unaided recall, sources of deviation, and causes of deviation. Results indicated that these student teachers remembered an average of only 42% of their deviations, and remembered less than 35% of deviations initiated by their students. Causes of deviation included clarification (54%), discipline (19%), scheduling (13%), and other (14%). These results indicate that stimulated recall must be a part of the self-study techniques taught to student teachers, if they are to have a full and accurate record of their experiences to reflect upon. Two tables and one figure are included. One appendix contains a sample record. (Contains 11 references.) (Author)
Descriptors: Curriculum Development, Data Collection, Educational Planning, Educational Practices, Elementary Secondary Education, Higher Education, Lesson Plans, Problem Solving, Recall (Psychology), Reflective Teaching, Self Evaluation (Individuals), Self Management, Student Teachers, Undergraduate Students
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Deviations from Lesson Plans; Reflective Practice
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (22nd, New Orleans, LA, November 10-12, 1993).