Abstract
Teachers’ reflection and thinking have been foci for teacher educators and researchers since the time when Dewey (1904) asked for more consideration to teachers’ personal experience. Studies on teachers’ attention to classroom experiences and concerns (e.g. Janssens, 1989) play a vital part in the understanding of teacher development. However, our understanding about teachers’ reflections is still not enough to give definitive answers in the consideration of teachers’ experiences. Analyses of ‘the meanings constructed by preservice teachers about their experiences are lacking” (Erdman, 1983) and the scarcity of information about teachers’ concerns and experience has rendered out discussion vague and, sometimes, controversial (Richards and Gipe, 1987). The present study tries to examine student teachers; reflection through the analysis of journal writing on their concerns during teacher practice, and to see whether these concerns change as the teachers progress through their teaching practice. It is important to understand how student teachers perceive, think and learn in their fieldwork. Teachers educators can be more informed about student teachers’ preoccupation. The study tries to shed some light on the still under-researched question of how student teachers make sense of their classroom context.
Original language | English |
---|---|
Publication status | Published - Nov 1995 |
Event | Hong Kong Educational Research Association 12th Annual Conference: Rethinking Education: Reflective Practice, Professionalism and Postmodernization = 香港教育研究學會第十二屆週年研討會:教育之再探:反思,專業與後現代化 - The Hong Kong Institute of Education, Hong Kong, China Duration: 01 Nov 1995 → 30 Nov 1995 |
Conference
Conference | Hong Kong Educational Research Association 12th Annual Conference: Rethinking Education: Reflective Practice, Professionalism and Postmodernization = 香港教育研究學會第十二屆週年研討會:教育之再探:反思,專業與後現代化 |
---|---|
Country/Territory | China |
City | Hong Kong |
Period | 01/11/95 → 30/11/95 |