Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection

Abstract

Recent international calls in teacher education include increased quantity and quality of field experiences for pre-service teachers (IALEI, 2008; NCATE, 2010). Despite increased attention to the quality of field experiences, there remains “much disagreement about the conditions for teacher learning that must exist for this learning in and from practice to be educative and enduring” (Zeichner, 2010, p. 91). In this formative experiment study (Reinking & Bradley, 2008), we use Dewey's (1933) ideas about judgment, analysis/synthesis, and balance to explore reflection as a communal process which results in “warranted assertabilities” (Dewey, 1986, p. 15) about teaching and learning. Findings show the presence of knowledgable others helped to focus the conversations on teaching and learning but that reflection, as conceived of by Dewey, did not occur. Therefore, additional inquiry is needed into the facilitation of the process of reflection.

Reference

Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1–11. http://doi.org/10.1016/j.tate.2013.10.012

Journal

Teaching and Teacher Education

Analysis

Is this article part of a larger project or series of studies?

yes

Does this study draw on a large, preexisting data set?

Research Approach

Formative experiment

Geographic Setting

United States

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Literacy Education

Research Location Context

Elementary school
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

4 to 6 months

Data Sources

Observations
Transcriptions
Video

Data Analysis Tools

coding (open to axial to selective
Deductive analysis
Inductive analysis
Thematic analysis

Researcher Positionality

inside (staying their own students)
Inside (studying their own programs)

Research Questions

Guiding question for Phase 1: In what ways does having scheduled conversations with a knowledgeable other centered around a specific teaching moment as evidenced by video, impact reflective practices?
Is this research question explicit from the manuscript? Yes

Guiding question for Phase 2: The question guiding this phase of the study was: In what ways does the presence of a knowledgable other (in the form of the eight pillars) combined with the support of dialogue with a knowledgable other (Literacy Content Coach) impact pre-service teachers’ reflection about teaching and student learning?
Is this research question explicit from the manuscript? Yes