Becoming Reflective Professionals: An Exploration of Preservice Teachers' Struggles as They Translate Language and Literacy Theory into Practice.

Boyd, Pamela C.; Boll, Margaret; Villaume, Susan K.; Brawner, Lydia

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Peer reviewed

ERIC Number: EJ572763

Record Type: Journal

Publication Date: 1998

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ISSN: ISSN-0162-6620

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Becoming Reflective Professionals: An Exploration of Preservice Teachers' Struggles as They Translate Language and Literacy Theory into Practice.

Boyd, Pamela C.; Boll, Margaret; Villaume, Susan K.; Brawner, Lydia

Action in Teacher Education, v19 n4 p61-75 Win 1998

Examined preservice teachers' journeys toward becoming reflective professionals within the context of a reading/language-arts methods course and elementary field experience. Observations, journals, surveys, and interviews indicated that participants' behaviors were grouped into three categories: questioning as a way of learning, constructing a coherent philosophy of teaching and learning, and committing to professional and ongoing inquiry. (SM)

Descriptors: Elementary Education, Field Studies, Higher Education, Inquiry, Language Arts, Methods Courses, Preservice Teacher Education, Reflective Teaching, Student Behavior, Student Teacher Attitudes, Theory Practice Relationship

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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