ERIC Number: ED332956
Record Type: RIE
Publication Date: 1990-Nov-30
Reference Count: N/A
Tracing the Effects of Reflective Classroom Practice.
Andrews, Sharon Vincz; Wheeler, Patricia J.
Through the analysis of qualitative data from journals, interviews, class reflection, and classroom dialogue, two language arts methods instructors traced the effects of their college methods courses on student teachers and first year teachers. They investigated the students' willingness to use strategies they had tried and seen demonstrated in their college methods courses, which strategies they tried and why, and what course learnings were "washed out" by classroom experience. Starting with a sample of students in their junior year (N=72), the instructors gathered and analyzed data through the constant comparative method. The themes which emerged were: the buoying effect of learning teams (in the methods courses) on students' willingness to try and use strategies, categories of cooperating teachers' responses to student teachers with strong holistic belief systems, and categories of student teacher attitudes in regard to their own developing role as school teachers. (Author/IAH)
Descriptors: Beginning Teachers, Cooperating Teachers, Cooperative Learning, Elementary Secondary Education, Higher Education, Language Arts, Methods Courses, Preservice Teacher Education, Reflective Teaching, Social Studies, Student Teachers, Teacher Attitudes, Teacher Role, Teaching Methods, Theory Practice Relationship, Whole Language Approach
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (Miami, FL, November 30, 1990).