NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ846650
Record Type: Journal
Publication Date: 2009-Aug
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Field-Based Preservice Teacher Research: Facilitating Reflective Professional Practice
Parkison, Paul T.
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n6 p798-804 Aug 2009
Preservice teachers enrolled in a middle level endorsement block provided evidence of their professional, affective, and collaborative dispositions as they reflected upon their conception of early adolescents, appropriate instruction practice, and the empowerment of teachers and students. Research indicates that empowering future teachers as reflective professionals requires teacher education programmes to structure learning experiences that model reflective practice and facilitate the development of engaged learning communities. Through case study research this group of preservice teachers was able to gain a contextual understanding of early adolescents that not only impacted their perception and understanding of the target age group but also allowed them to negotiate their preconceptions, the theoretical understanding presented in their course work, and the authentic observations in the middle school classroom. (Contains 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A