کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374249 | 622483 | 2012 | 10 صفحه PDF | دانلود رایگان |
In this article we employ Sizers’ (1999) school- and classroom-based lenses for observation and apply them to the events and interactions that teacher education students see during school-based field experiences. Our data include online reflections and discussions among 33 students enrolled in a teacher education program at a large, public university. Our findings show that participants engaged in a complex series of framing(s) and reframing(s) to make sense of their experience. Further, we show how computer-mediated communication tools can promote framing and reflection among preservice teachers and enhance the face-to-face instruction university teacher educators provide.
► The two most common gerunds used by preservice teachers were grappling and modeling.
► One constant was a discussion of “best practices”.
► Structure provides better observation and reflection.
Journal: Teaching and Teacher Education - Volume 28, Issue 2, February 2012, Pages 263–272