Reframing one's teaching: Discovering our teacher selves through reflection and inquiry |
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| Affiliation: | 1. Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin, Germany;2. Humboldt University Berlin, Unter den Linden 6, 10099 Berlin, Germany;3. Goethe University Frankfurt, Senckenberganlage 15, 60325 Frankfurt am Main, Germany;4. Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118 Kiel, Germany;5. Free University Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany;1. City University of Hong Kong, Department of English, Run Run Shaw Creative Media Centre, Cornwall Street, Kowloon Tong, Kowloon, Hong Kong;2. Drexel University, Department of Culture & Communication, Philadelphia, PA 19104, USA |
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| Abstract: | Learning to teach is a highly complex and multidimensional process. This self-study, conducted collaboratively by a preservice teacher and a teacher educator, traces one preservice teacher's development and growth over a 2-year period. The study examines the complexities of learning to teach, as well as the complexities of assisting preservice teachers on their journey to becoming teachers. The data were derived from multiple sources including observation notes, journal reflections, dialogue journals, and the student's action research/self-study paper. The results provide insight into how preservice teachers think, the conflicts they experience, the fears they encounter, and the benefits they derive from systematically examining their teaching and their students’ learning. The article describes specific attitudes and dispositions that can impact growth and development. In addition, it discusses a variety of activities to foster reflection and inquiry. |
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