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ERIC Number: EJ881066
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0887-8730
A Grounded Theory of Prospective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
Cherubini, Lorenzo
Teacher Educator, v45 n2 p96-117 2010
This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. A grounded theory analysis was applied to 3,800 reflection logs. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession (Ontario College of Teachers, 2006). The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards. The article discusses the implications, from a teacher-educator perspective, of participants' unchallenged acceptance of the facticity and legitimacy of the Standards of Practice for the Teaching Profession as codified and institutional constructs. (Contains 2 footnotes.)
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada