Alisa J. Bates

CONNECTING UNIVERSITY SUPERVISION AND CRITICAL REFLECTION: MENTORING AND MODELING

This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student teachers through exposure to their supervisors practice; (b) explicitly modeling, guiding, and communicating the importance of critical reflection in teaching practice through supervisory stance helps teacher candidates develop critically reflective practices and understandings; (c) developing critical reflection in their individual and shared practices takes time for both parties.

Book Clubs as Professional Development Opportunities for Preservice Teacher Candidates and Practicing Teachers: An Exploratory Study.

The issue of professional development is receiving increased attention, as educators and policy makers are realizing the centrality of teachers to school reform and improvement. This paper describes research on book clubs as a mechanism for professional development and discusses how different study group configurations (i.e., preservice teacher candidates and practicing teachers) utilized book club activities as a central component of their professional development activities. While participation in professional book clubs provides opportunities to examine educational issues, the process is complex and should be examined carefully.

The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges.

The purpose of this research was to study the design and implementation of a newly developed, two‐semester, action research course in a Master of Arts in Teaching program. Over a four‐year period, we (the instructors) used action research methodologies for analysis and evaluation of the course. Throughout this study, students expressed varying reactions to the process of action research, ranging from enthusiasm and acceptance to continual and persistent reluctance to accept the process as ‘real research’. This resistance is the focus of our study. Four years of reflection on our data points to the following reasons for student resistance: lack of understanding about what action research is and its purpose; a discomfort with the emphasis of process over product and the associated investment of time and ability to multi‐task; and willingness to embrace the transformational process of action research as part of learning to teach.

The Influence of Teacher Development on Secondary Content Area Supervision Among Preservice Teachers

This study addresses the issues and challenges faced by university supervisors when providing content-specific and general pedagogical feedback to preservice teachers. Study data highlight the perspectives of six preservice teachers as they reflect on their supervisory experiences over the course of a licensure year. Survey, interview, and written observation data from preservice teachers and university supervisors reveal the influence of teacher development and content area conventions on how preservice teachers view their teaching abilities and their expectations of university supervisors. Findings will inform how others may approach mentoring, support, and the evaluation of beginning teachers.

The Impact of Critically Reflective Teaching: A Continuum of Rhetoric

ABSTRACT This qualitative case study explored teaching approaches designed to develop critically reflective thinking (CRT) for preservice teachers in an urban, secondary teacher preparation program. Despite concerted use of CRT within course lessons, online discussions, and case studies, participants demonstrated varying degrees in their understanding of diversity and how they will respond in their teaching practices. Findings speak to the critical importance for teacher preparation that acknowledges conceptual readiness and receptivity among preservice teachers when challenging beliefs regarding diversity using critically reflective pedagogy. Findings will inform other teacher educators in the development of pedagogy and the tools for supporting critically reflective thinking, problem solving, and decision making in urban schools.