Qualitative self-coding as reflection: empowering teacher candidates with the tools of the researcher. Issue 3 (3rd May 2020)

• Record Type: Journal Article
• Authors: Valtierra, Kristina M.; Siegel, Lesley N.
• Is Part Of: Reflective practice. Volume 21:Issue 3(2020)
• Page Start: 415
• Page End: 428
• Publication Date: 2020-05-03
• Subjects: Teacher education -- dispositions -- reflective practice -- reflexivity -- qualitative coding; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2020.1753684
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: Reflective journaling is common practice in teacher preparation and often utilized as a tool to cultivate teacher candidates' dispositional development. This paper details a study that implemented a methodology of teaching self-coding to 45 preservice teacher candidates as a pedagogical tool to support reflective practices within a field-based course. Analysis of teacher candidates' codes and written reflections on the process suggest that the authors' self-coding method helped teacher candidates develop concrete understandings of the relationship between professional teaching dispositions and pedagogical decision-making. Further, findings suggest that two cycles of self-coding facilitated a continuum of reflection wherein teacher candidates initially gained tangible awareness about professional teaching dispositions, and over time translated their new understandings to deeper analysis of their reflections, which elicited asset-based views of diverse learners. Findings suggest that by sharing the tools of a researcher, teacher educators can enhance candidates' reflective capacities, which in turn can support dispositional growth, deeper reflection and reflexivity.