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ERIC Number: EJ1085195
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: EISSN-1946-7109
Focusing on Reflective Practice: Reconsidering Field Experiences for Urban Teacher Preparation
Kalchman, Mindy
Penn GSE Perspectives on Urban Education, v12 n1 p3-17 Fall 2015
The traditional structure of field experiences poses a dilemma for urban teacher preparation. Research shows that teachers of low-income, urban students often have negative beliefs about, and attitudes towards, their students. Yet, large numbers of cooperating teachers are routinely utilized as mentors in urban classrooms. This practice potentially puts teacher candidates in a position of drawing from and emulating such deficit discourses, as well as denying them opportunity to observe and develop essential critical reflection skills. Using a model of reflective teaching developed by Liston and Zeichner (1991), this study examines and reports on the impact an alternative model of fieldwork can have on teacher candidates' development as critical reflectors. Following this alternative fieldwork model, pre-service teachers reported being more confident in teaching in urban settings as well as having more opportunities to develop critical reflection skills.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois