Action research and reflective teaching in preservice teacher education: A case study from the United States

Gore, Jennifer; Zeichner, Kenneth M.

doi:10.1016/0742-051x(91)90022-h

Cited by 282 publications

(166 citation statements)

References 22 publications

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“…As science education faculty in a rural, Southern college of education that annually produces large populations of teachers, we had recognized our university's teaching mission as overemphasizing the social efficiency approach (Gore & Zeichner, 1991;Zeichner & Liston, 1987) and inadequately addressing the social reconstructionist perspective of teacher education for addressing such issues as longstanding racial inequity in the local schools. We were also aware of recent challenges to the assumptions that theoretical knowledge or practical advice offered in course readings and university campus lectures are easily translated into practice by novice teachers and that preservice teachers acquire professional knowledge before experience rather than in communion with experience (Feiman-Nemser & Remillard, 1996;Russell & Munby, 1991).…”

Section: Theory Practice and Reflection In The Equity Balancementioning

confidence: 99%

One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts

Yerrick

Hoving

2003

Science Education

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ABSTRACT:To support lasting change in science classrooms, efforts must be made to assist teachers in understanding the outcomes of their pedagogical choices. The process of reflection is not limited to experienced teachers' experiences, though we must recognize that preservice teachers do not draw upon the same vast repertoire and knowledge. The purpose of this study was to investigate preservice science teachers' beliefs about science teaching and learning through reflections on their own teaching with lower track science students. Using the major data sources of videotapes of teaching, stimulated recall interviews, and student journals we studied preservice teachers enrolled in a field based secondary science methods course working predominantly with rural Black children. Initially, preservice science teachers demonstrated similar practices, made similar inferences about teaching and learning, and relied upon similar domains of knowledge to gauge their teaching. By the end of the study, two discrete categories of preservice teachers emerged: (1) those who demonstrated an ability to reflect on and revise their practices and engage in the production of new teacher knowledge and (2) those who seemingly deflected efforts to shift their thinking and instead reproduced their own educational experience with a new student population.

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Section: Theory Practice and Reflection In The Equity Balancementioning

confidence: 99%

One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts

Yerrick

Hoving

2003

Science Education

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“…(Baptiste & Archer, 1994). These reflections must be grounded in a conceptual framework which provides clearly reasoned educational and/or social priorities for the reflection they encourage (Bullough & Gitlin, 1989;Gore & Zeichner, 1991;Zeichner, 1990). In other words, reflective practice is not necessarily better simply because it is more deliberate and purposeful.…”

Section: Implications For Science Teacher Education Programsmentioning

confidence: 99%

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

2002

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ABSTRACT:The purpose of this paper is to present an argument for developing science teacher education programs that examine teachers' beliefs about multicultural issues and their impact on science teaching and learning. In the paper, we (a) delineate a rationale for the study of teacher beliefs about issues of culture and its impact on science teaching and learning; (b) assert three major categories of teacher beliefs to examine for designing teacher education programs that aim to meet the challenges of increasingly culturally diverse classrooms; and (c) discuss implications for science teacher education programs and research. Research has shown that knowing teachers' beliefs and designing instruction and experiences to explicitly confront those beliefs facilitate refinement of and/or transformation of beliefs and practices (Bryan & Abell,

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“…Relevant to the above discussion are findings of research literature about the development of teachers' beliefs (Ambrose, 2001;Ackley et al, 1999;Aitken and Mildon, 1991;Ball, 1990;Bell, 2001;Calderhead and Robson, 1991;Collier,1999;Dart et al, 1998;Fajet, 2005;Foss and Kleinsasser, 1996;Gore and Zeichner, 1991;Haritos, 2004;Harrington and Hertel, 2000;Hatton and Smith, 1995;Hill, 2000;Johnson, 1994;Joram and Gabriele, 1997;Long and Stuart, 2004;Macnab and Payne, 2003;Mahlios and Maxson, 1995;Mallette et al, 2000;McGovern, 2000;Moore, 2003;Pugalee, 1999;Roberts et al, 2001;Russell, 1988;Sillman and Dana, 1999;So and Watkins, 2005;Stuart and Thurlow, 2000;Sugrue, 1997;Tillema, 1995;Virta, 129 2002;Ward and McCotter, 2004;Weinstein, 1990;Younger et al, 2004). This literature though does not use the term theories in use.…”

Section: The Development Of Cypriot Primary School Teachers' Theoriesmentioning

confidence: 99%

“…There are authors who claim that ethical and moral criteria should be used to examine the theories in use that underpin one's actions (Day, 1999;Gore and Zeichner, 1991;Harrington et al, 1996;Valli, 1990;Valli, 1992;Van Manen, 1977;Zeichner, 1986;Zeichner and Liston, 1987) or to be taken into account when future action is considered (Jay and Johnson, 2002). For some authors such as Van Manen (1977) and Valli (1990Valli ( , 1992 this aspect of reflection is among the aspects of reflection which represent the highest level of reflection.…”

Section: Chapter 2: Review Of the Literaturementioning

confidence: 99%

How Cypriot primary school teachers promote their professional development through reflective practice

Loizou

2011

Education 3-13

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This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. Signature ………………… ABSTRACTThis study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development.In particular this study explores the Cypriot primary school teachers' understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection.The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice.The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, In addition a mismatch emerged between the Cypriot primary school teachers' views of reflection and their long term goals for professional development.This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation. The aims and goals that should be pursued in each primary school are also decided by the MOEC. Circulars are sent to each primary school at the beginning of each year in which these goals are specified and directions for their implementation are provided. 4If a certain school decides that it is necessary to pursue more goals than the goals prescribed by the Ministry, it has the freedom to do so, as long as the latter goals are not neglected. The curriculum for the primary school or any changes in this curriculum are prescribed by the MOEC. Textbooks with which this curriculum will be taught, as well as teachers' books, are prepared and sent to schools by services approved by the MOEC. Guidelines about the teaching of this curriculum are also sent by the MOEC either through circulars or editions like the "Curriculum Programmes for Primary Education" (MOEC, 1997).Opportunities for professional development are provided by the MOEC and the Pedagogical Institute (tertiary level institute responsible for in-service training).These opportunities include circulars, teachers' books and short seminars by the MOEC and afternoon voluntary classes by the...

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Action research and reflective teaching in preservice teacher education: A case study from the United States

Cited by 282 publications

References 22 publications

One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts

One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

How Cypriot primary school teachers promote their professional development through reflective practice

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