Purposeful Reflections: Scaffolding Preservice Teachers' Field Placement Observations. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Hamilton, Erica R.; Van Duinen, Deborah Vriend
• Is Part Of: Teacher educator. Volume 53:Issue 4(2018)
• Page Start: 367
• Page End: 383
• Publication Date: 2018-10-02
• Subjects: Teachers -- Training of -- United States -- Periodicals; Teaching -- United States -- Periodicals; 370.7110973
• DOI: 10.1080/08878730.2018.1425787
• Languages: English
• ISSNs: 0887-8730

Abstract

ABSTRACT: In this qualitative study we examine preservice teachers' abilities to connect theory and practice through the use of a collaboratively developed field observation guide, namely the "Targeted Field Observation Guide." The goal in developing and implementing this field-based observation guide was to help preservice teachers make explicit, purposeful connections between their required, course-embedded field placements and the secondary undergraduate content area literacy courses in which they were enrolled. Forty-three preservice teachers participated in this study and were enrolled in a large public university or a small private college in the Midwestern United States. Analysis of participants' weekly written reflections shared via computer-mediated communication (Google Docs) reveals that using a field-based observation guide further supported connections and conversations with peers regarding their field reflections and observations. However, many participants' reflections still demonstrated limited connections between theory and practice.