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ERIC Number: ED537977
Record Type: Non-Journal
Publication Date: 2011
Pages: 141
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2671-4053-1
A Descriptive Study of the Nature of Elementary Preservice Teachers' Reflections on Their Practice
Tsegai, Samuel Kifle
ProQuest LLC, Ph.D. Dissertation, Indiana University
The purpose of the study was to investigate the nature of the preservice teachers' (PSTs) reflections on their practices in the context of the Iterative Model Building (IMB) approach. Participants were elementary PSTs enrolled in a field experience course in the spring of 2009. The field experience included formative assessment interviews, modeling students' thinking and reasoning, and teaching in the context of the lesson study method (Lewis & Tsuchida, 1998) in weekly cycles. The study documented the nature of the PSTs' reflections with regard to lesson plans, students' understanding of mathematics concepts, and other aspects of the field experience. Data were collected in the form of the PSTs' written lesson observations, the PSTs' written reflections on teaching lessons, and transcripts of video-recordings of the lesson study discussions. Data were analyzed qualitatively and quantitatively. The study offers evidence that the lesson study method supported PSTs to reflect on different aspects of a lesson and learn from each other, and by reflecting on their practice develop the skills and habits of reflective thinking early in their careers. Furthermore, the PSTs could assess their students' performance, especially the extent of the students' understanding of the concepts in the lessons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A