Teaching Reflective Practice: Implementation in the Teacher-Education Setting |
| |
| Authors: | Jennifer L Jones Karrie A Jones |
| |
| Institution: | 1. Department of Mathematics , Niagara University;2. Department of Mathematics , Tapestry Charter School |
| |
| Abstract: | 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 Spradley, J. A. 1980. Participant observation New York, NY: Holt Rinehart and Winston.. Google Scholar]). Grounded in the theories of Dewey (1935) and Schön (1983) Schön, D. 1983. The reflective practitioner: How professionals think in action New York, NY: Basic Books.. Google Scholar], 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. |
| |
| Keywords: | |
|
|
