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Looking Toward the Future Through Reflection on INTASC
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the theory and practice of our programs. It is equally important that multiple sources of information on the candidates’ performance be tapped. In this study, both teacher candidates’ and cooperating teachers’ perceptions were solicited, using the INTASC principles as a framework for observations. The results support the method. Qualitative and quantitative data describe the impact of reflection and inform our programs. The success of the data gathering process is evident in the documented growth of the candidates, in addition to the impact of the process on strengthening the relationship between the cooperating teacher and the candidates.E. Implication for Action:
Ashton and Webb (1986) suggest that because of the link
between feelings of personal competency and teaching effectiveness, it is critical that our teacher education programs address the perceptions of preservice teachers. In this age of criticism aimed at schools and teachers, preservice teachers’ perceptions of their abilities may be impacted by the negative press to which they have been exposed. Mohr, Hess, Zheng, and Morrow (2003) suggest it is important that teacher education programs work to alleviate the negative perceptions preservice teachers may develop about their abilities.
While considering that question, it is important to think about
what the candidates are bringing with them into their teaching experience, their perceptions of what good teaching is (Weinstein, 1989). Sometimes preconceptions of expectations are misconceptions and create difficulties in the field--and even lead to failure (Knowles & Sudzina, 1992; Sudzina & Knowles, 1992; Wubbles, 1992). Reflection that is grounded on an established framework (INTASC) provides candidates with a process through which they may align their thinking closely with teacher preparation program goals and effective teaching (Calderhead & Robson, 1991; Ingersoll & Kinman, 2002; Weinstein, 1989; Wubbles, 1992). Section II: Outcomes and MethodsA. Learner/participant outcomes: Our presentation will provide participants a concrete model to support the reflection of candidates in partnership with their cooperating teachers that can be adapted and/or adopted by other programs. B. Methods: The presenters will discuss research findings, supported by documentation of the research process, the growth of the candidates and future directions. Open dialogue will be encouraged and participants will be invited to share their proven methods to facilitate reflection in candidates.
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| | Authors: Shaeffer, Margaret. and Holdman, Linda. |
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the theory and practice of our programs. It is equally important that
multiple sources of information on the candidates’ performance be
tapped. In this study, both teacher candidates’ and cooperating
teachers’ perceptions were solicited, using the INTASC principles as a
framework for observations. The results support the method.
Qualitative and quantitative data describe the impact of reflection and
inform our programs. The success of the data gathering process is
evident in the documented growth of the candidates, in addition to the
impact of the process on strengthening the relationship between the
cooperating teacher and the candidates.
E. Implication for Action:
Ashton and Webb (1986) suggest that because of the link
between feelings of personal competency and teaching effectiveness, it
is critical that our teacher education programs address the perceptions
of preservice teachers. In this age of criticism aimed at schools and
teachers, preservice teachers’ perceptions of their abilities may be
impacted by the negative press to which they have been exposed.
Mohr, Hess, Zheng, and Morrow (2003) suggest it is important that
teacher education programs work to alleviate the negative perceptions
preservice teachers may develop about their abilities.
While considering that question, it is important to think about
what the candidates are bringing with them into their teaching
experience, their perceptions of what good teaching is (Weinstein,
1989). Sometimes preconceptions of expectations are misconceptions
and create difficulties in the field--and even lead to failure (Knowles &
Sudzina, 1992; Sudzina & Knowles, 1992; Wubbles, 1992). Reflection
that is grounded on an established framework (INTASC) provides
candidates with a process through which they may align their thinking
closely with teacher preparation program goals and effective teaching
(Calderhead & Robson, 1991; Ingersoll & Kinman, 2002; Weinstein,
1989; Wubbles, 1992).
Section II: Outcomes and Methods
A. Learner/participant outcomes: Our presentation will provide
participants a concrete model to support the reflection of candidates in
partnership with their cooperating teachers that can be adapted and/or
adopted by other programs.
B. Methods: The presenters will discuss research findings, supported
by documentation of the research process, the growth of the
candidates and future directions. Open dialogue will be encouraged
and participants will be invited to share their proven methods to
facilitate reflection in candidates.
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