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ERIC Number: EJ822919
Record Type: Journal
Publication Date: 2004-Jun
Pages: 16
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1354-0602
Supporting Higher Levels of Reflection among Teacher Candidates: A Pedagogical Framework
Long, Deborah Thurlow; Stuart, Carolyn
Teachers and Teaching: Theory and Practice, v10 n3 p275-290 Jun 2004
An integrated mathematics and science methods course was designed to focus on the knowledge, skills, and beliefs of teacher candidates. Teacher candidates were involved in experiences that would prompt them to consider the influence of their experiences on their beliefs, the influence of their beliefs on their instructional decisions and the impact of those decisions on their effectiveness as teachers. Three teacher candidates who exhibited high levels of reflection and who made significant changes in the ways that they thought about mathematics and the teaching/learning process were chosen for study. Two themes related to this cognitive change emerged: a more complex, sophisticated understanding of the nature of mathematics; and an increased focus on children's thinking to guide instruction. Three program components having a major impact on these students' reconceptualization were reflection on past experiences, engagement in mathematical problem-solving and opportunities to act on new beliefs. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A