Type of Document	Dissertation
Author	McCollum, Starla
Author's Email Address	smccollu@vt.edu
URN	etd-302283039731191
Title	Insights Into the Process of Guiding reflection During an Early Field experience of Preservice Teachers
Degree	PhD
Department	Teaching and Learning
Advisory Committee	Advisor Name Title Garrison, James E. Lewis, Mary Ann Niles, Jerome A. Sawyers, Janet K. Graham, George M. Committee Chair
Keywords	reflection teachers preservice early field experience
Date of Defense	1997-04-17
Availability	unrestricted
Abstract The purpose of this investigation was to gain insights into the process of guiding reflection during an early field experience. Four preservice teachers' (PTs') reflection on teaching was guided by the Reflective Framework for Teaching in Physical Education (RFTPE) (Tsangaridou & O'Sullivan, 1994). Other reflective assignments included a reflective journal, video analysis, and peer observation/reflection. Data collection techniques included open-ended interviewing, reflective journals, videotape analysis, and field notes. In contrast to previous Physical Education Teacher Education (PETE) research, the findings indicated PTs were able to focus on multiple aspects of teaching: technical, situational, and sensitizing. All four PTs demonstrated the ability to consistently describe, justify, and critique meaningful events that occurred in the teaching/learning environment. Furthermore, the PTs' views on the value of guided reflection by the RFTPE (Tsangaridou & O'Sullivan, 1994) and the reflective assignments suggest that they perceived the early field experience as meaningful for their professional growth and development as prospective physical education teachers.
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