The development of student teachers' practical theory of teaching |
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| Institution: | 1. The College of New Jersey, Department of Special Education, Language, and Literacy, 2000 Pennington Rd., Ewing, NJ 08628-0718, USA;2. University of Pennsylvania, Graduate School of Education, 3700 Walnut St., Philadelphia, PA 19104-6216, USA;1. Department of Zoology, University of Granada, Avda. Fuentenueva s/n, E-18071 Granada, Spain;2. Department of Cell Biology, University of Granada, Avda. Fuentenueva s/n, E-18071 Granada, Spain;3. Department of Ecology, University of Granada, Avda. Fuentenueva s/n, E-18071 Granada, Spain;4. Estación de Fotobiología Playa Unión, PO Box 15., U9103 Rawson, Chubut, Argentina |
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| Abstract: | This study explores the professional development of two student teachers. Changes in their “practical theories”—their system of knowledge, attitudes, and values related to teaching—provide an insight into their professional development. The study reveals the evolution of their practical theory of teaching and identifies a number of interrelated factors which impinge on their professional development. The role of critical reflection is explored as one of these factors. |
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