ERIC Number: ED402072
Record Type: RIE
Publication Date: 1996-Nov-20
Helping Preservice Teachers Construct their Own Philosophies of Teaching through Reflection.
Kasten, Barbara J.; And Others
This study evaluated the impact of reflective teaching on the ability of preservice teachers to articulate a teaching philosophy. Three questions were explored: (1) how effective will a structure for reflecting be if used throughout a teacher education program? (2) how effectively will students be able to use that structure as a framework for developing a personalized philosophy of teaching? and (3) how effective will that instrument be for students in other teacher education programs? Participants were two professors and their graduate and undergraduate students enrolled in three teacher education programs for early childhood/elementary education. The data consisted of written reflections, journal entries, and papers describing the student's teaching philosophy. An instrument for guiding reflection was comprised of three questions regarding what the student had learned about children, teaching and learning, and about teacher role. Findings indicated that the instrument was beneficial in helping preservice teachers understand their readings and discuss course work and field experiences. Participants reported that the instrument helped them focus on critical incidents, provided opportunities for professors to understand issues around the cognitive conflicts experienced by students, enabled students to comment on classroom teacher's approach, and provided documentation of the growing understanding of the teaching role. As students progressed through their course work, they began taking ownership of their personal beliefs. Contains 10 references. (KDFB)
Descriptors: Assignments, Beliefs, Early Childhood Education, Educational Philosophy, Elementary Education, Higher Education, Journal Writing, Preservice Teacher Education, Program Evaluation, Reflective Teaching, Self Evaluation (Individuals), Student Journals, Teacher Attitudes, Teacher Education Curriculum, Teacher Role
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Association of Early Childhood Teacher Educators (Dallas, TX, November 20, 1996).