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eBook details

• Title: Fostering Preservice Reflection Through Response Journals (Report)
• Author : Teacher Education Quarterly
• Release Date : January 01, 2008
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 226 KB

Description

Introduction Research on teachers' knowledge, beliefs, and thoughts has shown that teacher candidates approach teaching with a plethora of initial beliefs and ideas about teaching. Their knowledge, however, tends to be based on simplistic views of teaching and learning in the classroom, and hence may not be "well adapted to teaching" (Calderhead, 1991, p.532). It is only when they reflect upon their knowledge critically that they can transfer what they have learned in initial teacher preparation programs as students to the real classroom situations as teachers. Reflection enables teacher candidates to construct knowledge through asking questions, critiquing, evaluating, etc., helping them bridge the gap between imagined views and the realities of teaching. It is important, therefore, to prepare teacher candidates for teaching by fostering professional learning that focuses on critical thinking and reflection, so that their knowledge and beliefs interact with the teacher education program, including field experiences, to facilitate development of more sophisticated conceptions of the teaching and learning process.

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