|Institution:||University of Findlay|
|Keywords:||Education; Educational Theory; student teacher; cooperating teacher; reflection; metacognition; pre-service teachers; inservice teachers; teacher intern; reflective practices|
|Full text PDF:||http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098|
With increased standards and updated teacher evaluation procedures, in-service teachers have expressed concern about working with student teachers. Using Rodgers (2002) framework for reflection, two research questions were developed to measure the impact of student teachers on the reflective practices of cooperating teachers: Does a student teacher cause a cooperating teacher to be more reflective? and Does a student teacher cause the cooperating teacher to have a greater amount of reflective moments? Data from five teachers who completed surveys and 4 who completed interviews were used to answer the research questions in a qualitative study. The results indicated an inconclusive result in addressing Does a student teacher cause a cooperating teacher to be more reflective? In addition, the second question, Does a student teacher cause the cooperating teacher to have a greater amount of reflective moments?, was answered with a negative response. However, there were two unintended findings. The findings showed in-service teachers, who participated in the study, do not understand the meaning and process of reflection. Also, the in-service teachers repeatedly referred to metacognitive practices rather than reflective practices while evaluating their personal teaching. An argument was established to educate in-service teachers on the effective practice and process of reflection for improved teacher performance. Also, a link was made between metacognition and reflection and how the two processes used in tandem can inform the other. Advisors/Committee Members: Denecker, Christine (Committee Chair).