The
Reflective Journey: A Case Study of a Student Teacher
Michael
Ross
Madison
West High School
Abstract
Many authors agree
that reflective thinking and practice; that is, looking at one's own practice
with a critical eye and reconsidering and speculating (based on ethical
teaching practices) about one's own teaching; are integral components of successful
teaching. But are cooperating teachers who are successful reflective thinkers
and practitioners able to help their student teachers' skills in these areas'?
This paper offers some insight into one particular cooperating teacher-student
teacher relationship and examines the effect (or lack of effect) that the
highly reflective cooperating teacher had on the fairly non-reflective student
teacher.
Using models
adapted from Vicki Kubler LaBoskey's 1994 book Development of Reflective
Practice, data collected from the nine weeks of student teaching (including
initial questionnaires, interviews. journal entries and observations) are
analyzed to determine the student teacher s use of reflective thinking skills
and reflective practice.
Based on analysis of the data, the student teacher involved did show some growth in the area of reflective thinking and practice during the nine weeks. In teaching situations that were successful, the student teacher took strides forward toward a more reflective orientation. But in situations that were less successful, the student teacher often took steps backwards, thinking less reflectively.
Michael Ross
Madison West
High School
30 Ash Street
Madison, WI
53705
(608)
204-3519