ERIC Number: ED452173
Record Type: RIE
Publication Date: 2001-Mar
Summer Experiences Promote Reflective Practice in Preservice Teachers: The Oklahoma State University Science Summer Academy, One Successful Design.
Ramsey, Sarah J.
This paper describes a 3-week summer science academy that helped student teachers experience hands-on, inquiry-based science in a realistic educational setting and promoted reflection. The academy involved master teachers, who oversaw and mentored groups of student teachers, who in turn facilitated integrated, science-based learning experiences with school children. In week 1, master teachers worked with student teachers to develop teaching skills and an understanding of the academy curriculum. During weeks 2 and 3, student teachers taught elementary and middle school students, implementing the academy curriculum they learned during the first week. The remaining time was spent on reflection and preparation.Cohorts met for working lunches, during which mentor teachers modeled the reflection process. Academy staff met after lunch to discuss common issues. A multi-level reflection model was developed using several approaches to elicit reflective thinking from student teachers (reflecting in writing on one's own teaching, cohort-level reflection sessions, and faculty reflection sessions). Data from student teachers' written reflections highlighted several themes: reflection as a self-evaluative/personal growth tool; reflection as part of the academy's community of learners, and reflection as an essential piece of the teaching process. (Contains 13 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Dallas, TX, March 1-4, 2001).