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ERIC Number: ED418969
Record Type: RIE
Publication Date: 1998-Apr
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Impact of Teachers' Recall on the Effectiveness of Their Reflection: Implications for Teacher Educators.
Allen, Ruth M.
This study examined the evolution of the accuracy and thoroughness of teachers' recall of their own, and their students', specific classroom behaviors, noting its relationship to the frequency and level of their reflection. Participants of the study were three groups of elementary teachers (four novice student teachers, five teachers with 1-6.5 years of experience, and three teachers with 10-30 years of experience). Teachers were observed and audiotaped teaching for one class period. Detailed notes were taken of specific student and teacher classroom behaviors. A 1-hour structured interview following the observation asked teachers to recall their own, and their students', classroom behaviors. The study compared teachers' recall to the recorded recall, making comparisons across and within groups; interviews were analyzed for common themes. Teachers' elaborations during the interviews were considered their reflections on the behaviors. Only the most experienced teachers exhibited accurate recall. Teachers progressed in thoroughness of recall along different paths and different rates. There was a continuum from general recall that lacked thoroughness through very specific and thorough recall to general and apparently less thorough recall. Reflection on personal teaching experiences was necessary for the development of thoroughness. When years of experience were equal, more reflective teachers exhibited more thorough recall. When the consistency and frequency of reflection were relatively equal, more experienced teachers demonstrated more thorough recall. (Contains 31 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reflective Thinking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).