ERIC Number: EJ995081
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 38
Teaching Reflective Practice: Implementation in the Teacher-Education Setting
Jones, Jennifer L.; Jones, Karrie A.
Teacher Educator, v48 n1 p73-85 2013
Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered during initial stages of teacher preparation. This qualitative research study seeks to provide one exemplar of this promising practice by exploring the instructional approaches used to promote reflective inquiry in preservice teachers by a veteran teacher educator from Niagara University, NY. Using participant observer research protocols, data were collected and analyzed according to qualitative research methodologies (Spradley, 1980). Grounded in the theories of Dewey (1935) and Schon (1983), this study examines how the teacher educator studied created opportunities for preservice teachers to develop their reflective inquiry skills in a Methods of Secondary Education course. Advice for other teacher educators and implications for the greater teacher education community will be discussed.
Descriptors: Preservice Teachers, Preservice Teacher Education, Reflective Teaching, Inquiry, Qualitative Research, Research Methodology, Teacher Educators, Secondary Education, Experienced Teachers, Reflection, Educational Methods, Participant Observation, Education Courses, Teacher Education Programs
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: New York