Impact of Teachers' Recall on the Effectiveness of Their Reflection: Implications for Teacher Educators.

Autor/in	Allen, Ruth M.
Titel	Impact of Teachers' Recall on the Effectiveness of Their Reflection: Implications for Teacher Educators.
Quelle	(1998), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Elementary Education; Elementary School Teachers; Higher Education; Preservice Teacher Education; Recall (Psychology); Reflective Teaching; Student Behavior; Student Teachers; Teacher Behavior; Teaching Experience + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Abberufung; Student behaviour; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher behaviour; Lehrerverhalten
Abstract	This study examined the evolution of the accuracy and thoroughness of teachers' recall of their own, and their students', specific classroom behaviors, noting its relationship to the frequency and level of their reflection. Participants of the study were three groups of elementary teachers (four novice student teachers, five teachers with 1-6.5 years of experience, and three teachers with 10-30 years of experience). Teachers were observed and audiotaped teaching for one class period. Detailed notes were taken of specific student and teacher classroom behaviors. A 1-hour structured interview following the observation asked teachers to recall their own, and their students', classroom behaviors. The study compared teachers' recall to the recorded recall, making comparisons across and within groups; interviews were analyzed for common themes. Teachers' elaborations during the interviews were considered their reflections on the behaviors. Only the most experienced teachers exhibited accurate recall. Teachers progressed in thoroughness of recall along different paths and different rates. There was a continuum from general recall that lacked thoroughness through very specific and thorough recall to general and apparently less thorough recall. Reflection on personal teaching experiences was necessary for the development of thoroughness. When years of experience were equal, more reflective teachers exhibited more thorough recall. When the consistency and frequency of reflection were relatively equal, more experienced teachers demonstrated more thorough recall. (Contains 31 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC