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ERIC Number: ED352608
Record Type: Non-Journal
Publication Date: 1991-Dec
Pages: 28
Abstractor: N/A
Reference Count: N/A
Teacher Cognition: Preservice Knowledge and Reflections about the Reading Process.
Bednar, Maryanne R.
A study explored how reflective inquiry could be used to promote preservice teachers' understanding about reading during a one-semester required reading certification course. Subjects, 22 dual certification elementary/special education undergraduate juniors, 27 secondary education undergraduate juniors, and 11 graduate students in a master of education program leading to certification in either elementary/special education or secondary education, wrote a series of reflection writings as a way of encouraging students to address their level of "professional ease." All essays were read blind (without knowledge of group or pre/postdesignation) to identify basic thought units related to knowledge of reading process and reading instruction, and the thought units were listed, compared, and collapsed where necessary to construct a list of thematic statements. Results indicated that subjects: (1) learned the mandated content of the course and became more knowledgeable about reading processes and instruction; (2) were more able to discuss/reflect upon their level of professional knowledge and comfort as the course unfolded; and (3) appeared to have more confidence in their understanding of reading processes and directions to take with assessment and instruction. Findings suggest that, by the end of the semester, there was steady solid progress toward reflective inquiry with considerable difference in what the students knew and in what they thought about what they knew. (Two tables of data are included; 19 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A