Tracing the Effects of Reflective Classroom Practice.

Autor/inn/en	Andrews, Sharon Vincz; Wheeler, Patricia J.
Titel	Tracing the Effects of Reflective Classroom Practice.
Quelle	(1990), (10 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Beginning Teachers; Cooperating Teachers; Cooperative Learning; Elementary Secondary Education; Higher Education; Language Arts; Methods Courses; Preservice Teacher Education; Reflective Teaching; Social Studies; Student Teachers; Teacher Attitudes; Teacher Role; Teaching Methods; Theory Practice Relationship; Whole Language Approach + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Kooperatives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachkultur; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Gemeinschaftskunde; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Integrierter Sprachunterricht
Abstract	Through the analysis of qualitative data from journals, interviews, class reflection, and classroom dialogue, two language arts methods instructors traced the effects of their college methods courses on student teachers and first year teachers. They investigated the students' willingness to use strategies they had tried and seen demonstrated in their college methods courses, which strategies they tried and why, and what course learnings were "washed out" by classroom experience. Starting with a sample of students in their junior year (N=72), the instructors gathered and analyzed data through the constant comparative method. The themes which emerged were: the buoying effect of learning teams (in the methods courses) on students' willingness to try and use strategies, categories of cooperating teachers' responses to student teachers with strong holistic belief systems, and categories of student teacher attitudes in regard to their own developing role as school teachers. (Author/IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01