Enhancing Pre-service Teachers’ Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences

Abstract

In this study, a grounded theory approach was adopted to develop the heterospective reflection framework as an explanatory and analytical schema for the investigation of reflection on the action of others via video observations. Borrowed from the arts, the term heterospective denotes “otherness.” Data collection was conducted over four years through semi-structured interviews with 25 pre-service teachers at a higher education institution in midwestern United States. The data analysis generated the framework’s mechanism, comprising the core elements termed guided observation, retrospective reflection, integrative reflection and introspective reflection, and its mediating devices consisting of the action of others and the reframing of teaching practice. Findings suggest that the framework’s reflective modes function in nonhierarchical interactions, as cognitive-metacognitive shifts occur bi- or multi-directionally on a horizontal plane rather than sequentially on a vertical plane as pre-service teachers reflect on the action of others. Implications for research and practice include enhancements to teacher preparation programs and the development of instruments to evaluate reflective practice.     

Building Pre-service Teacher Capacity to Use External Assessment Data: An Intervention Study

In recent years, the use of data to inform instructional decision making has become a particularly prominent facet of K–12 educators' professional practice. However, research estimates limited opportunities for preservice teachers to learn how to use data, including standardized test data, for such purposes. In response, this article describes the results of a pretest–posttest study of a 6-hour standardized assessment data use intervention for preservice teachers. The facilitated, collaborative, and highly structured assessment course-embedded intervention engaged preservice teachers in asking and answering four different kinds of questions (e.g., achievement strengths and weaknesses, instructional implications) at five different student levels (e.g., individual, subgroup, school) with external assessment data presented in tables, charts, and score reports. Findings—which include highly favorable preservice teacher perceptions of the intervention's impact on their data-driven decision making skills, and changes in their self-efficacy and data interpretation skills—indicate that the intervention holds promise as a preservice teacher learning mechanism.     

Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas

This article explores the effectiveness of intervention discussion sections for a college general chemistry course designed to apply research on student preconceptions, knowledge integration, and student explanation. Two interventions, on bond energy and spontaneity, were tested and intervention student performance was compared with that of a control group that did not use the experimental pedagogy. Results indicate that this instruction, which identifies students' initial conceptions and integrates those ideas into class discussion, leads to enhanced conceptual understanding. The intervention group outperformed the control group on a written course midterm, the thermodynamics portion of a standardized American Chemical Society examination, and an in‐depth interview. In interviews, the intervention group students explained the energetics of bond breaking and formation at a more sophisticated level than did the control students. In contrast, control students were more tenuous in their thinking, tended to contradict themselves more when discussing bond energy, and harbored more misconceptions about spontaneity. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 464–496, 2002     

The effects of a web-based learning environment on student motivation in a high school earth science course

Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions for future research.     

ABC problem in elementary mathematics education: Arithmetic <Emphasis Type="Italic">before</Emphasis> comprehension

Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a Southeastern State University over multiple semesters (six semesters, seven classes). PSTs’ solution methods for one intentionally misleading mathematics problem were analyzed using a convergent parallel mixed methods content analysis. Two-thirds of PSTs misunderstood the problem scenario and directly translated numbers from the problem text. PSTs who answered correctly used a problem model strategy to comprehend the scenario and were more likely to use multiple models, draw a diagram, and draw a diagram before using another model. However, a large number of PSTs who answered incorrectly also used multiple models and drew diagrams. Self-correction was not common (8 of 121), because their equations did not provide feedback or support comprehension. Three kinds of imprecision also affected problem comprehension and were evident in both correct and incorrect solutions. Intentionally misleading problems helped PSTs see consequences of their mathematical habits and highlighted the importance of sense making and precision when creating problem models.     

Dimensions of effective interactive learning with telematics for distance education

Increasingly, telematics is being used for distance education in Australia. Two forms of telematics, audiographics and live interactive television, are described. Audiographics involves two telecommunications links, one which connects computers via modems and a second link which provides an audioconferencing medium through a normal telephone connection. Live interactive television involves the combination of a one-way television signal with a toll-free callback telephone enabling students to communicate directly with the teacher during program transmission. Research and evaluation studies indicate that the interactivity currently implemented via telematics is minimal and that it does not support higher-order cognition among students. In light of our investigations and contemporary cognitive learning theory, a number of dimensions of effective interactive learning with telematics are suggested: (a) collaboration, (b) generative learning, (c) contextual engagement, (d) personal autonomy, and (e) motivation. His research interests include instructional technologies and developing effective learning environments for open learning and distance education. His specialist areas include evaluating technology-rich learning environments, electronic user performance support systems and interactive learning systems.