Reframing one's teaching: Discovering our teacher selves through reflection and inquiry

Learning to teach is a highly complex and multidimensional process. This self-study, conducted collaboratively by a preservice teacher and a teacher educator, traces one preservice teacher's development and growth over a 2-year period. The study examines the complexities of learning to teach, a...

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Bibliographic Details
Published in:Teaching and teacher education 2006, Vol.22 (1), p.100-119
Main Author: Freese, Anne R.
Format: Article
Language:English
Subjects:
Action Research
Diaries
Preservice Teacher Education
Preservice Teachers
Reflective practice
Reflective Teaching
Self study of teaching
Student Attitudes
Teacher Educators
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Summary:Learning to teach is a highly complex and multidimensional process. This self-study, conducted collaboratively by a preservice teacher and a teacher educator, traces one preservice teacher's development and growth over a 2-year period. The study examines the complexities of learning to teach, as well as the complexities of assisting preservice teachers on their journey to becoming teachers. The data were derived from multiple sources including observation notes, journal reflections, dialogue journals, and the student's action research/self-study paper. The results provide insight into how preservice teachers think, the conflicts they experience, the fears they encounter, and the benefits they derive from systematically examining their teaching and their students’ learning. The article describes specific attitudes and dispositions that can impact growth and development. In addition, it discusses a variety of activities to foster reflection and inquiry.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2005.07.003