An Examination of Reflective Thinking through a Study of Written Journals, Telecommunications, and Personal Conferences.

Autor/inn/en	Stahlhut, Richard G.; Hawkes, Richard R.
Titel	An Examination of Reflective Thinking through a Study of Written Journals, Telecommunications, and Personal Conferences.
Quelle	(1997), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperating Teachers; Elementary Education; Higher Education; Interpersonal Communication; Observation; Practicum Supervision; Preservice Teacher Education; Reflective Teaching; Student Journals; Student Teacher Supervisors; Student Teachers; Student Teaching; Teacher Supervision; Telecommunications + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kommunikation; Beobachtung; Lehramtsstudiengang; Lehrerausbildung; Studentenzeitung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Telekommunikationstechnik
Abstract	The purposes of this study were to discover if a list of 14 common experiences would be part of the student teachers' reflective process during their two 8-week practicums, and to evaluate how different mediums (written journals, telecommunications, and personal observation/conferences) would impact the student teachers' reflection process. The participants, 20 elementary student teachers, were not given formal training or guidance related to the reflection process, but were simply told to reflect on issues and experiences that concerned them. The students were required to use each of the three mediums, selecting one as the primary medium for reflection. Analysis of the data revealed that individual student teachers tended to reflect on discipline/management issues, effective teaching practices, the success of lesson plans, relationships with faculty and students, and feelings of self worth and confidence. They tended to use journals for sharing everyday teaching events with cooperating teachers; observation sessions with professors to address administrative issues, overall performance assessment, or schoolwide issues; and telecommunications when they had a sense of urgency about a specific issue and needed to solve immediate problems. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC