Reflection in Alignment to Professional Standards: What Did the Student Teachers Highlight?

Autor/in	Liu, Ping
Titel	Reflection in Alignment to Professional Standards: What Did the Student Teachers Highlight?
Quelle	In: Journal of Global Education and Research, 6 (2022) 1, S.67-81, Artikel 5 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2577-5081
Schlagwörter	Student Teachers; Student Teaching; Elementary School Teachers; Preservice Teacher Education; Reflection; Student Teacher Attitudes; Classroom Techniques; Curriculum Development; Lesson Plans; Planning; Faculty Development + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess
Abstract	This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the least reflection were organizing curriculum and planning instruction. Analysis of the reflection journals also revealed how the student teachers grew as individuals and in interaction with others in a learning community. Based on the results, implications for teacher education are proposed. Limitations are also discussed. (As Provided).
Anmerkungen	University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01