A Process in Which Personal Pedagogical Knowledge Is Created through the Teacher Education Experience.

Autor/in	Ojanen, Sinikka
Titel	A Process in Which Personal Pedagogical Knowledge Is Created through the Teacher Education Experience.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Context Effect; Dialog Journals; Elementary Secondary Education; Followup Studies; Foreign Countries; Group Dynamics; Higher Education; Interviews; Personal Narratives; Preservice Teacher Education; Professional Development; Reflective Teaching; Student Teachers; Student Teaching; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Follow-up studies; Kontaktstudium; Ausland; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Erlebniserzählung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	This study focused on the student teacher's process of becoming a teacher with emphasis on reflective development during training; the kind of development that occurred in student teachers when the reflection ability was consciously promoted; the existence of any differences in reflective ability between the different year courses (1-3) and between those who were reflective or non-reflective at the beginning of schooling; and contextual factors, such as staff collaboration, that affect development. Written and verbal responses of the student teachers were collected through personal histories, narrative inquiry, dialogue journals, and small and large group dialogue. The results of the personal and professional development of the student teachers are preliminary, and the study in question is a follow-up study. Their personal and professional development increased through several routes affected by an increase in knowledge, reflective dialogue in groups, research assignments, and the availability of role models. There was a need for using different teaching methods in order to progress through the process of integrating personal and professional knowledge. Pointing out earlier dysfunctional beliefs when the student teachers were moving toward independent study promoted change in beliefs. The way the group interview was conducted greatly affected student development. Three tables present the results of the inquiry. An appendix outlining the sequence of methods in this research is included. (Contains 13 references.) (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC