Advertisement

Journal of Science Education and Technology

, Volume 19, Issue 1, pp 58–68 | Cite as

Developing a Reflective Practitioner Through the Connection Between Educational Research and Reflective Practices

  • Dawn Del CarloEmail author
  • Holly Hinkhouse
  • Leah Isbell
Article

Abstract

This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, 1992; Peabody J Educ 72(1): 67–88, 1997) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms. These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum outside the context of methods courses, much like models established in the sciences.

Keywords

Reflection Teacher education Qualitative research methods 

References

  1. Adams PE, Krockover GH (1997) Beginning science teacher cognition and its origins in the preservice secondary science teacher program. J Res Sci Teach 34(6):633–653CrossRefGoogle Scholar
  2. Black K (2004) Science in the trenches: an exploration of four pre-service teachers’ first attempts at teaching science in the classroom. Int J Sci Math Educ 2(1):25–44CrossRefGoogle Scholar
  3. Brickhouse N, Bodner GM (1992) The beginning science teacher: classroom narratives of convictions and constraints. J Res Sci Teach 29(5):471–485CrossRefGoogle Scholar
  4. Bryan LA, Tippins DJ (2005) The monets, van goghs, and renoirs of science education: writing impressionist tales as a strategy for facilitating prospective teachers’ reflections on science experiences. J Sci Teach Educ 16(3):227–239CrossRefGoogle Scholar
  5. Clift R, Lou VM, Johnson M, Holland P (1990) Restructuring teacher education through collaborative action research. J Teach Educ 41(2):52–62CrossRefGoogle Scholar
  6. Cochran-Smith M (1994) The power of teacher research in teacher education. In: Hollingsworth S, Sockett H (eds) Teacher research and educational reform, vol 93. The University of Chicago Press, Chicago, pp 142–165 (pt. 1)Google Scholar
  7. Cochran-Smith M, Lytle SL (1990) Research on teaching and teacher research: the issues that divide. Educ Res 19(2):2–11Google Scholar
  8. Cochran-Smith M, Lytle SL (eds) (1993) Inside–outside: teacher research and knowledge. Teachers College Press, New YorkGoogle Scholar
  9. Denzin NK, Lincoln YS (eds) (2008) Collecting and interpreting qualitative materials, 3rd edn. Sage Publications, Inc., Thousand OaksGoogle Scholar
  10. Dewey J (1933) How we think: a restatement of the relation of reflective thinking to the educative process, 2nd edn. D.C Heath and Company, LexingtonGoogle Scholar
  11. Eick CJ, Reed CJ (2002) What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Sci Educ 86(3):401–416CrossRefGoogle Scholar
  12. Everett SA, Luera GR, Otto CA (2008) Pre-service elementary teachers bridge the gap between research and practice. Int J Sci Math Educ 6(1):1–17CrossRefGoogle Scholar
  13. Grunau H, Pedretti E, Wolfe E, Galbraith D (2000) Collaborative professional development for science educators: locating reflection in practice through a science methods course. J Sci Teach Educ 11(1):47–61CrossRefGoogle Scholar
  14. Habermas J (1973) Theory and practice (J. Viertel, trans.). Beacon Press, BostonGoogle Scholar
  15. Hunter A-B, Laursen SL, Seymour E (2007) Becoming a scientist: the role of undergraduate research in students’ cognitive, personal and professional development. Sci Educ 91(1):36–74CrossRefGoogle Scholar
  16. Liston DP, Zeichner KM (1990) Reflective teaching and action research in preservice teacher education. J Educ Teach 16(3):235–255CrossRefGoogle Scholar
  17. Lopatto D (2004) Survey of undergraduate research experiences (sure): first findings. Cell Biol Educ 3(4):270–277CrossRefGoogle Scholar
  18. Loughran J (1994) Bridging the gap: an analysis of the needs of second-year science teachers. Sci Educ 78(4):365–386CrossRefGoogle Scholar
  19. Miles MB, Huberman AM (1994) Qualitative data analysis: an expanded sourcebook, 2nd edn. Sage, Thousand OaksGoogle Scholar
  20. Patton MQ (1990) Qualitative evaluation and research methods, 2nd edn. Sage, Newbury ParkGoogle Scholar
  21. Patton MQ (2002) Qualitative research and evaluation methods, 3rd edn. Sage Publications, Thousand OaksGoogle Scholar
  22. Ross DD (1987) Action research for preservice teachers: a description of why and how. Peabody J Educ 64(3):131–150CrossRefGoogle Scholar
  23. Rudduck J (1992) Practitioner research and programs of initial teacher education. In: Russell J (ed) Teachers and teaching: from classroom to reflection. Falmer Press, London, pp 156–170Google Scholar
  24. Russell SH, Hancock MP, McCullough J (2007) Benefits of undergraduate research experiences. Science 316:548–549CrossRefGoogle Scholar
  25. Schon DA (1983) The reflective practitioner: how professional think in action. Basic Books, New YorkGoogle Scholar
  26. Seymour E, Hunter A-B, Laursen SL, Deantoni T (2004) Establishing the benefits of research experiences for undergraduates in the science: first findings from a three-year study. Sci Educ 88(4):493–534CrossRefGoogle Scholar
  27. Taylor SJ, Bogdan R (1998) Introduction to qualitative research methods: a guidebook and resource, 3rd edn. Wiley, New YorkGoogle Scholar
  28. Valli L (ed) (1992) Reflective teacher education: cases and critiques. State University of New York Press, AlbanyGoogle Scholar
  29. Valli L (1993) Reflective teacher education programs: an analysis of case studies. In: Calderhead J, Gates P (eds) Conceptualizing reflection in teacher development. The Falmer Press, London, pp 11–22Google Scholar
  30. Valli L (1997) Listening to other voices: a description of teacher reflection in the United States. Peabody J Educ 72(1):67–88CrossRefGoogle Scholar
  31. Van Manen M (1977) Linking ways of knowing with ways of being practical. Curriculum Inq 6(3):205–228CrossRefGoogle Scholar
  32. van Zee EH (1998) Preparing teachers as researcher in courses on methods of teaching science. J Res Sci Teach 35(7):791–809CrossRefGoogle Scholar
  33. Volkmann MJ, Anderson MA (1998) Creating professional identity: dilemmas and metaphors of a first-year chemistry teacher. Sci Educ 82(3):293–310CrossRefGoogle Scholar
  34. Wallace CS, Oliver JS (2003) Journaling during a school-based secondary methods course: exploring a route to teaching reflection. J Sci Teach Educ 14(3):161–176CrossRefGoogle Scholar
  35. Yerrick R, Ross D, Molebash P (2005) Too close for comfort: real-time science teaching reflections via digital video editing. J Sci Teach Educ 16(4):351–375CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Department of Chemistry and BiochemistryUniversity of Northern IowaCedar FallsUSA
  2. 2.Riverside High SchoolOaklandUSA
  3. 3.Gilbert High SchoolGilbertUSA

Personalised recommendations