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ERIC Number: ED416190
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 8
Abstractor: N/A
Reference Count: N/A
Theories of Learning: Reflective Thought in Teacher Education.
Collier, Sunya T.
To help educators better understand how to prepare reflective teachers, this study examined four preservice elementary teachers' theories regarding how elementary children learn and what instruction should look like. Participants designed and implemented learning activities for elementary students. Each activity was videotaped, observed, and critiqued through individual interviews. While discussing the videotape, participants assessed their views about the value of the learning activity and their interpretations of what had occurred and why. Data collection involved individual interviews, focus group discussions, and written reflections. Results showed that all participants' reflections on how children learn indicated an awareness that understanding is the true indicator of learning, children's natural theory-making should be appreciated in elementary classrooms, and understanding will occur more often through experiential learning. Responses regarding appropriate instructional choices revealed that student understanding may not be indicated by high test scores, so alternative assessment is desirable; instructional focus should emphasize helping students discover their own natural ways of learning; and instructional strategies should let students actively see and experience things through group and individual projects, play acting, and roundtable discussions. Implications for preservice education include incorporating social reflection into coursework and field placements, providing caring environments, encouraging dialogue and debate, promoting guided reflection via videotaped interactions, helping teachers examine prior beliefs, and encouraging development of theory by analyzing personal practice. (Contains 11 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