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ERIC Number: ED441781
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
Using Discussion in the Student Teaching Seminar To Facilitate Transformation.
Schulte, Ann
This paper describes an action research project at the University of Wisconsin, Madison, that helps student teachers transform into teachers with developed cultural identities. Student teachers tend to be white, English-speaking females who are being prepared by educators much like them. The project encourages them to reflect on their beliefs about education and reconsider those that do not meet the social reconstructionist philosophy. Students are actively engaged in examining assumptions about themselves to impact how they understand their role and influence as teachers. Through seminar discussions, pre- and postobservation conferences, and informal communication with students, their teacher documents how and when they examine assumptions about themselves and how this shapes their beliefs about teachers, students, and schooling. Discussion is critical in helping students examine their beliefs and experiences. When facilitated appropriately, discussion helps the transformation process through critical reflection. This paper describes the seminar model of discussion used, concluding that using discussion is a significant step toward persuading student teachers to challenge their own beliefs and assumptions. The combination of field experiences in diverse settings and weekly discussions provides opportunities for students to examine what they believe and how that actually influences classroom activities. (Contains 33 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A