Title page for ETD etd-302283039731191

Type of Document Dissertation
Author McCollum, Starla
Author's Email Address smccollu@vt.edu
URN etd-302283039731191
Title Insights Into the Process of Guiding reflection During an Early Field experience of Preservice Teachers
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Garrison, James E.
Lewis, Mary Ann
Niles, Jerome A.
Sawyers, Janet K.
Graham, George M. Committee Chair
  • reflection
  • teachers
  • preservice
  • early field experience
Date of Defense 1997-04-17
Availability unrestricted

The purpose of this investigation was to gain insights into

the process of guiding reflection during an early field

experience. Four preservice teachers' (PTs') reflection on

teaching was guided by the Reflective Framework for

Teaching in Physical Education (RFTPE) (Tsangaridou &

O'Sullivan, 1994). Other reflective assignments included a

reflective journal, video analysis, and peer

observation/reflection. Data collection techniques included

open-ended interviewing, reflective journals, videotape

analysis, and field notes. In contrast to previous Physical

Education Teacher Education (PETE) research, the

findings indicated PTs were able to focus on multiple

aspects of teaching: technical, situational, and sensitizing.

All four PTs demonstrated the ability to consistently

describe, justify, and critique meaningful events that

occurred in the teaching/learning environment.

Furthermore, the PTs' views on the value of guided

reflection by the RFTPE (Tsangaridou & O'Sullivan, 1994)

and the reflective assignments suggest that they perceived

the early field experience as meaningful for their

professional growth and development as prospective

physical education teachers.

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