Do We Do Dewey? Using a Dispositional Framework to Examine Reflection within Internship Professional Development Plans

Autor/inn/en	Zoellner, Brian P.; Chant, Richard H.; Lee, Kosze
Titel	Do We Do Dewey? Using a Dispositional Framework to Examine Reflection within Internship Professional Development Plans
Quelle	In: Teacher Educator, 52 (2017) 3, S.203-221 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2017.1316623
Schlagwörter	Guidelines; Educational Philosophy; Preservice Teacher Education; Faculty Development; Secondary School Teachers; Student Attitudes; Beliefs; Teaching Methods; Reflective Teaching; Teacher Responsibility; Personality Traits; Autobiographies; Internship Programs; Institutional Mission; Preservice Teachers + Suchen Sie Ihr Suchwort? Richtlinien; Bildungsphilosophie; Erziehungsphilosophie; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Autobiography; Autobiografie; Autobiographie; Berufspraktische Ausbildung
Abstract	Our revised secondary teacher education professional development plan (PDP) project required preservice teachers to identify their teaching beliefs, use these beliefs to analyze practice, and create an action plan centered on a research question from this analysis. We predicted these plans would show evidence of Dewey's (1964) reflective dispositions (open-mindedness, whole-heartedness, responsibility). We had two research questions to examine this assertion: (1) To what degree did our pre-service teachers' PDPs show evidence of Dewey's dispositions toward reflective practice? (2) What were the trends for each of these dispositions? Overall, the PDPs showed evidence of all reflective dispositions; however, the dispositions were unevenly represented. From this study, we recommend a more longitudinal and personalized approach to the PDP to make it more integral to the development of preservice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01