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ERIC Number: ED436508
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 21
Abstractor: N/A
Reference Count: N/A
The Road to Pre-service Teachers' Conceptual Change.
Lin, Huey-Ling; Gorrell, Jeffrey; Porter, Karen
This study involved a series of seminars designed to help preservice students understand and clarify their views about teaching and learning and to create a condition for the development of an understanding of the underlying concepts which affect their teaching and learning. The seminars tested the hypothesis that learning to teach is improved through the application of a questioning and reflective orientation. Fifteen graduate students enrolled in a seminar in early childhood education participated. Self-questioning strategy training was conducted to help students raise specific higher-order questions from assigned reading materials. The reciprocal peer-questioning condition was created to promote social construction of knowledge, providing a context which fostered the emergence and resolution of socio-cognitive conflict. After each seminar session, students recorded their thoughts regarding topics discussed, issues raised, and questions unanswered. Weekly journals were collected by the instructor for analysis. NUD*IST (Non-Numerical Unstructured Data Indexing, Search and Theory Building) software was used for initial theory building and analysis. Students' weekly journal entries indicated the conceptual transformations that they went through. This study illustrated how a seminar structure was useful in helping preservice teachers' evolving constructions of knowledge, in promoting reflection, and in enhancing conceptual change. (Contains 15 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A