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ERIC Number: ED349301
Record Type: Non-Journal
Publication Date: 1992
Pages: 33
Abstractor: N/A
Reference Count: N/A
Relationship between Afro-American Preservice Teachers' Pedagogical Clinical Knowledge and Reflective Thinking.
Kemp, Leroy
The research reported here examined constructs of field dependent or real-world versus field independent or text-driven modes of instruction. It was argued that the level of pedagogical clinical knowledge and reflective thinking among prospective Afro-American teachers differed not only in mode of instruction but in level of instructional emphasis as well. Two random samples were drawn from two groups of Afro-American preservice teachers (N=183--145 females and 38 males) enrolled in an introductory level education course. A pretest/posttest quasi experimental design was used to examine differences in students' acquisition of selected aspects of clinical knowledge and level of reflective thinking. Findings supported the observation that field dependent instruction involving the analysis of real school events qualitatively influenced prospective teachers' initial cognitive integration of clinical pedagogical knowledge; a positive relationship between reflective thinking and cognitive integration of pedagogical clinical knowledge irrespective of level of instructional emphasis also was confirmed. The major implication of the study is that, in teacher education, a more holistic and flexible approach is required to enable preservice teachers to achieve a more meaningful versus a superficial understanding of teaching. (Author/LL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A