Using Documented Written and Oral Dialogue To Understand and Challenge Preservice Teachers' Reflections.

McMahon, Susan I.

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Peer reviewed

ERIC Number: EJ545408

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0742-051X

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Using Documented Written and Oral Dialogue To Understand and Challenge Preservice Teachers' Reflections.

McMahon, Susan I.

Teaching and Teacher Education, v13 n2 p199-213 Feb 1997

The case study reported here describes two student teachers' thinking related to emergent issues during their first field placement for a course exploring elementary reading instruction. The students submitted journals, lesson plans, portfolios, field notes, and discussion group reflections. Data analysis indicated the students had very different ways of struggling with equity issues. (SM)

Descriptors: Case Studies, Elementary Education, Equal Education, Grouping (Instructional Purposes), Higher Education, Methods Courses, Practicums, Preservice Teacher Education, Reading Instruction, Reflective Teaching, Student Teacher Attitudes, Student Teachers

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A