Date of Award

1-14-2013

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Mary Renck Jalongo, Ph.D.

Second Advisor

Valeri R. Helterbran, Ed.D.

Third Advisor

Crystal Machado, Ed.D.

Abstract

Reflective practice is an essential component in helping pre-service teachers to learn from their experiences and grow as teachers. The purpose of the study was to identify both the levels of reflection and the themes that emanate from the reflective practices of pre-service health education teachers as they reviewed lessons that they taught in conjunction with a methods course during their undergraduate programs. To accomplish this task, two types of data were collected. First, professors of health education methods courses completed a questionnaire about the reflective practices of pre-service health teachers. The second form of data collected were the written reflections that the undergraduate students completed following teaching experiences. These data types were chosen to help create a picture of the emerging reflective practices of the pre-service health teachers which could serve to guide teacher educators' efforts to stimulate further reflective thought in their students. The following themes of the reflective practices of pre-service health teachers emerged from the data: management, content, teacher behavior, philosophy, strengths, and areas for improvement. The two types of data were also analyzed to determine the levels of reflective practice; the pre-service teachers in the current study engaged in reflective practice at a primarily descriptive level. The findings from the study include two main implications for teacher education. First, the professor plays an important role in modeling reflective practice for pre-service teachers. Second, the use of questioning techniques and a variety of strategies should be used to promote reflective practice among pre-service teachers.

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