Type of Document Dissertation Author McCollum, Starla Author's Email Address firstname.lastname@example.org 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
- 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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