student teacher learning through … · knowledge (dunkin, 1994; boyd, grossman, lankford, loeb...

THEJOURNALOFTEACHERACTIONRESEARCH 62

JournalofTeacherActionResearch- Volume4,Issue2,2018,<practicalteacherresearch.com>,ISSN#2332-2233©JTAR.AllRights

STUDENTTEACHERLEARNINGTHROUGHREFLECTIONJeffreyJohnson

PhoenixUnionHighSchoolDistrict

AbstractStudentteachinghasbeenviewedasanimportantpartofdevelopingintoaskilledpractitionerfor

overonehundredyears.Whilemostpeopleacknowledgethatimportantchangesoccurduringthattime,

researchonthedetailsofthosechangeshasbeenlimited.Thispaperwillpresentamodelofresearchusing

reflectionsbythestudentteacheralongwithdiscussionswithandobservationsbytheirmentorteacheras

sourcesofevidenceoflearning.Examplesfromthreeformerstudentteachers/internswillbegivento

illustratethetypesofchangesthatmayoccur.

Keywords:studentteaching,reflection,teacheractionresearch

Introduction

SincethedaysofthefirstnormalschoolintheUnitedStatesin1839,apracticum

experiencehasbeenagraduationrequirementformanynewteachers.Manyeducators

haveviewedthisfieldexperienceasthemostvaluablepartoftheirteacherpreparation

program(Goldhaber,Krieg,&Theobald,2017;Levine,2006;Smith&Rayfield,2017;Wilson,

Floden,&Ferrini-Mundy,2001).CyrusPierce,theprincipalofthatfirstschool,saidthatthe

goalofthisexperiencewasto“teachtopupils(i.e.thefutureteachers),bymyexample,as

wellasbyprecepts,thebestwayofteachingthesamethingseffectuallytoothers”

(Haberman&Harris,1982).Deweylaterdescribedthedifferencebetweenthepractice

teachingexperienceandastudentteachingone:

Itoughttogowithoutsaying…thatcriticismshouldbedirectedtowardmakingthe

studentsthoughtfulabouthisworkinthelightofprinciplesratherthaninducein

himarecognitionthatcertainmethodsaregood,andcertainotherspecialmethods

arebad…criticismmaybeadaptedtogivingatraining-teachercommandofsomeof

theknacksandtoolsofthetrade,butarenotcalculatedtodevelopathoughtfuland

independentteacher.(Haberman&Harris,1982,p.45)

Inmytimeworkingasasecondarymathematicsteacher,Ihavebeenfortunatetoserveas

thementortomanyinternsandstudentteachers.InthatcapacityIhavetriedtofollow



Dewey’sgoalofdevelopingthoughtfulteachers,notjustmimicsofmymethods.MorerecentlyPapastamatis,Panitsidou,Giavrimis,andPapanis(2009)statedthat:

Teachingprofessionalsshouldbeencouragedtotryoutnewideas,andevenconducttheirownclassroomresearchonhowwellthoseideasworkwiththeirlearnersandunderwhatconditionstheyworkbest.Theyneedtotaketimetoreflectaboutwhattheyaredoing.Educationalauthoritiesneedtoprovidethemwithopportunitiestodoso.(p.87)

Theattempttofollowthisadvicehasbeenbothexcitingandchallenging,giventhatstudentteacherscomewiththeirownviewsofwhattheprocessshouldentail(Calderhead,1991).InthefirstfewdaysofourtimetogetherIalwaysscheduledtimetotalktogetherabouttheirgoalsandexpectationsforthatsemesterandfoundthatmybeliefinthevalueofreflectiondidnotalwaysmatchtheirs(Leatham&Peterson,2009).Somehavebeenveryopentothismethodofdevelopment,whileotherswerelessenthusiasticbutstillagreedtofollowDewey’smethodofdevelopment.

Someofthehesitancymayhavecomefromaviewofreflectionasunnecessarygiventheiralreadydevelopedability(Pultorak,2014),ortheymayhavehadpreviousmentorswhodidnotengageinreflectiveactivitieswiththem(Leatham&Peterson,2009).Additionally,whileallteacherpreparationprogramsthatIhaveworkedwithrequirewrittenreflectionsfromtheirstudentteachers,someuniversitysupervisorsseemtoviewthisasatasktoperform,notanactivitytocontinuallyengagein(Tabachnick&Zeichner,1984).Ifreflectionsareonlycursorilyread,andrarelydiscussedwiththestudentteacher,theymaydevaluetheirimportance.

Regardlessofanyinitialhesitancyallofmystudentteachershaveagreedtoengageincriticalreflectionoftheirteaching,bothontheirownandwithmeastheirmentor.Mypersonalnoteshaveaccompaniedthesereflections,bothverbalandwritten,ontheirpreparationforandengagementinteachingactivities.FormanyyearsIhavekeptthesedocumentsformyrecords,howeverrecentlyIwasthinkingabouttheprocessoflearningduringthestudentteachingexperience.Manyresearchershavehaddifficultydocumentingthepracticalimpactofreflectiononwhatisdoneintheclassroom(Greenberg,Pomerance,&Walsh,2011;Stockero,2008;Zeichner&Liston,2013).Somehaveevenfearedthatitmaybeimpossibletofindmeasurableeffectsofstudentteachingonlearningandknowledge(Dunkin,1994;Boyd,Grossman,Lankford,Loeb&Wyckoff,2009)duetovariationinmentorandmenteebeliefsanddifferencesinclassroomexperiences.AsIlookedthroughmyrecords,Iwantedtheanswertothefollowingquestion:Isthereevidencethatmystudentteachers’reflectionsontheirteachinghadanimpactontheirteachingandlearning?



LiteratureReview

WhilehavingphilosophicalrootsinDeweyandSocraticlearning,muchoftherecent

researchonreflectionandstudentteachingcanbetracedtoKennethZeichnerandthe

implementationofformalizedreflectioninstudentteachinginthe1980’s,beginningatthe

UniversityofWisconsinandexpandingfromtheretonearlyeveryteacherpreparation

program(Zeichner&Liston,1990).HarfordandMacRuaric(2008),whenstudyingstudent

teachers,claimedthat“Reflectivepracticeiswidelyrecognizedasacentraltenetofthe

teachingandlearningprofessional.”Theyaddedthatteachereducationcan“enablestudent

teacherstoachievealevelofreflectionbeyondtheircurrentabilitylevel.”Tostudythis,

theyhadstudentteachersreviewvideotapeoftheirownteaching,andworkingina

collaborativegroupwithotherstudentteachers,they“demonstratedtangibleevidenceof

thedevelopmentofreflectiveskillsworkinginthecontextofacommunityofpractice”

(Harford&MacRuaric,2008).Whiletheywerenotabletoprovethatthisimproved

reflectionhadanimpactinhowthestudentteachersperformedintheirplacements,they

didclaimthatanincreaseinreflectiveskillsandgreaterawarenessofclassroomactivities

areskillsgenerallyassociatedwithexpertteachers.

Zeichnerpromoted“reflectionaboutteachinganditscontexts”asoneofthekey

componentsindevelopingcompetentteachers(Zeichner&Liston,1987).Unfortunately

Zeichnerwasneverabletoprovethatthisreflectionledtoimprovedteachingeither,finding

insteadthat“studentsbecamemoreskillfulinarticulatingandimplementingthe

perspectivesthattheypossessedinlessdevelopedformsatthebeginningofthe

experience.”(Tabachnick&Zeichner,1984).Howeverhetheorizedthatthiswasbecause

thestudentteachers,insteadofreflectingontheworktheyweredoing,viewedstudent

teachingas“atimeforthedemonstrationofpreviouslylearnedskills”andhadlimited

contactwiththeuniversitysupervisorswhoweretooverseetheirreflections.

Unfortunately,thedifficultyinencouragingreflectionleadstodifficultyinstudyingstudent

teachingasareflectiveact.Korthagen(1985)claimedthat“studentteachershaveto

developareflectiveattitudebeforethisperiodinordertobecomeawareoftheinfluenceof

utilitarianperspectivesontheirownactivitiesinschool.”LeathamandPeterson(2009)

foundthatonly25%ofcooperatingteachersfeltthattheirprimarydutywastofacilitate

reflection,while28%believedtheyweretosimplyprovideexperiencesfortheirstudent

teachersand40%felttheirpurposewastomodelandshareknowledge,bothofwhichfita

socializationmodelofteacherdevelopment.Stockero(2008)foundthatreflectioncanbe

taughtinamathematicsmethodsclass,andthattheskillistransferabletofieldexperience

activities.Howeverthetransferabilitymaybequestionabletofutureteaching,asitis

unclear“howareflectivestancedevelopedinateachereducationprogramultimately

affectsteachers’day-to-dayinstruction.”

Morerecentlyresearchershavelookedatdifferentwaysofelicitinganddocumenting

reflection.Gelfuso&Dennis(2014)foundthatjusthavingacontentcoachavailabledidnot

improvereflectionaboutthestudentteachers.Toom,Husu,&Patrikainen(2015)and



Körkkö,Kyrö-Ämmälä&Turunen(2016)usedstudentteachersportfoliostoexaminereflectivepractices.Pérez&Batista(2017)incorporatedpeerteachingandpeerobservationtoelicitreflectionamongbothparties,whileKrutka,D.G.,Bergman,Flores,Mason&Jack(2014)usedsocialmediatoimprovestudentteacherinteractionandreflection.Allfoundthatreflectionwasviewedasavaluabletoolbythestudentteachers,andtheyfeltthatitcontributedtotheirgrowthaseducators.

Methodology

WithinthelasttenyearsIhaveservedasamentorteachertotwostudentteachersandoneintern,whoIwillcallJanet,RobertandNorma(nameshavebeenchanged).Thestudentteachersworkedinmymathclasseverydayforonesemester,andforroughlyhalfofthesemesterrantheclassroom,preparingandteachingalllessons.Myinternworkedwithmyhighschoolstudentstwodaysaweekforonesemester,planningandteachingroughlytenlessonsoverthattime.Inmyroleasamentor,Ialwaysaskmyinternsandstudentteacherstoprovidemewithacopyoftheirlessonplanbeforetheyteach.DuringthedayItakenotesonthatpaperabouttheirlesson,notinghowcloselytheyfollowtheplanandanychangesthattheymadefromonclasstoanother.BetweenclassesIengagetheminareflectivediscussionbasedonthreequestions:

1. Howdoyouthinkitwent?2. Whatwerethebestpartsofthelesson?3. Whatwouldyoudodifferentlyforthenextclass?

Thisdiscussionusuallyhappensinthefewminutesbetweenclassperiods,soIjotdownthebasicsofthisdiscussiononthelessonsplans.Occasionallythereisadditionaltime,suchasduringlunch,wheredeeperdiscussionswouldoccur.ThusthedatathatIlookedatwasmynotesfromobservinglessonsandfromthediscussionsthatIhadaboutthoselessonsandteachingingeneralwiththesethreefutureteachers.

Toanalyzethisdata,Ilookedforexampleswhereachangehadbeenmadefromonelessonpresentationtothenext,orfromonedaytoanother,andthestudentteachergaveanexplanationforwhythatchangeoccurred.Ialsolookedforexampleswhereachangecouldhaveoccurredorwasrecommendedbymebutdidnotoccur,andexplanationsfromthestudentteacherregardingthatexperience.LastlyIlookedforchangesthatoccurredoveroneunitofinstructionandthenovertheentiresemester.Todevelopagroundedtheory(Corbin&Strauss,1990)IusedShulman’s(1987)categoriesofteacherknowledge(seeTable1)tocodethetypesofchanges(ornon-changes)thatwereoccurring.

Table1:Shulman’s7CategoriesofTeacherKnowledgeContent Knowledge

General Pedagogical Knowledge

Pedagogical Content Knowledge

Curriculum Knowledge

Knowledge of Learners

Knowledge of Educational Context

Knowledge of Educational Ends



ResultsandDiscussion

Mypurposeinanalyzingthisdatawastofindifthereisevidencethatmystudentteachers’

reflections’ontheirteachinghashadanimpactontheirteachingandlearning.The

majorityofthechangesthatIdiscoveredoccurredfromoneclassperiodtothenext,or

withinoneday.Theseshort-termchangesoccurredfrequently,andthepre-service

teachersusuallyhadclearexplanationsforwhattheywerechangingandwhy.Long-term

changesalsooccurred,withbehaviorschangingoveraunitofinstructionorafterseveral

monthsofworkingwithaspecificgroupofstudents.Manytimesthesechangeswent

unnoticedbythefutureteacher,butwhenaskedtheydemonstratedagrowthofknowledge

andunderstanding.

ShortTermChanges.Nearthebeginningofhertimewithme,Janet,astudentteacher,was

workinginageometryclass.Duringthefirstclassshewantedstudentstocutoutpictures

anddefinitionsfromhandoutsontheirdesks,matchthetwo,thenmakeatransparencyof

oneofthepicturesandprovideadefinitionintheirownwords.Beforethestartofthe

secondclass,Janethadcutoutthepicturesanddefinitionsherselfandplacedtheminbags

thatshehandedouttothegroupswhileshewasgivingtheminstructions.Inour

conversationfollowingthefirstclass,shesaidthatshewasgoingtodothisbecause,“ThenI

candistributethem,andhavemorepeopleworking,becausetheywillbecutup.”Shealso

pre-assignedgroupsdifferentpicturestoputontheirtransparencysothatalloftheterms

wouldbedrawnbyatleastonegroup.InShulman’s(1987)categoriesofteacher

knowledge,manyofthesechangeswouldfallunderthePedagogyconstruct.

Shulman’sPedagogyconstructfocusesonadministrativeandclassroommanagementskills

tohelpstudentsfocusonimportantlearningandmaximizetimeontask.Anintern,Norma,

madesimilarchangestoapresentationonfactoringquadratics.Afterpresentingthelesson

toanAlgebraclasswherestudentswereaskedtotakenotesfromtheboardandfollowthe

procedurestocompletesomeproblems,NormaandIdiscussedwhatshewoulddo

differentlyinthenextclass.Normasaidthatinsteadofhershowingthenotesontheboard

forthestudentstocopyshewouldhaveitalreadywrittenforthemonahandout.That

way,shehoped“morewillgetdone”becausestudentscanmoveaheadinsteadofwaiting

forthenextslide.

ThesechangesinPedagogywereoftenaccompaniedbychangesinUnderstandingof

Students.Janet,whilethinkingaboutthepresentationsshewantedstudentstomake,said

thatinalaterclassshewould“needtogivesomeofthegirlsaspecificrole,like‘you’rein

chargeofthetransparency’or‘you’reinchargeofthis’.”Assigningspecificroles

streamlinedtheworkstudentswereaskedtodo,anddemonstratedherincreased

understandingofstudentcharacteristicsandhowthosewouldinteractwiththematerial.

OnadifferentdayJanetchangedagroupactivityinoneclasstoapairedactivityinanother

becauseshethoughtthestudentscould“getmoredone,whenitisjustthetwoofthem.”



ChangesinContentKnowledgemayhaveoccurredoccasionally,butitwashardtodifferentiatebetweenmistakesthatweremadeduetolackofknowledgeandmistakesduetoanxietyordistraction.Robert,astudentteacher,wasworkingwithageometryclasswhenwecoveredlinesdrawninatriangle.Hewasgoingthroughaproofwhenheincorrectlyidentifiedacongruencetheorem,andastudentquestionedhimonit.Robertimmediatelyrecognizedhismistakeandcorrectedit.Duringourdiscussionheindicatedthatnexttimehewouldgetitright,whichhedidinallsubsequentclasses.However,itishardtosaythathelearnedsomethinginthisexperience,asheclaimedthatheknewitthefirsttimebutwasgoingtoofast.

Thefinalareaofshort-termchangethatIobservedwastothestudentteachersPedagogicalContentKnowledge.Attimesthisoccurredthroughourdiscussionandpromptsbymeasthementor.WhenNormawasteachingstudentshowtofactorquadraticswhena≠1shebeganbyusingamethodthathadstudentsrewritethetrinomial!!! + !" + !as!! +!" + ! ∙ !andfactorthenewexpression,removingan“a”fromoneofthebinomialsattheend.Whilethismethodproducedvalidanswers,severalstudentsexpressedconfusiontoNormaastowhyitworked.Sherespondedthat“Youcancheckthatitdoes”,yetinourconversationafterthelessonsheexpressedconcernthatshedidn’thaveabetteranswerforthem.Iaskedifsheknewothermethodsforfactoringandshesaidthiswashowshehadbeentaughtandneverthoughttoquestionitbefore.Normabeganlookingforotherwaystofactorand,withmyencouragement,figuredoutanothermethodthatshetaughtthestudentsthenextday.

OtherchangestoPedagogicalContentKnowledgecameentirelyfromthestudentteachers’reflectionontheirexperience.Whenteachingalessonontheconceptoflocus,Janetpresentedaproblem(seeFigure1)askingforthesetofpointsthatarethesamelengthasABawayfromA.Afterstudentsattemptedtosolveit,Janetpresentedhersolution.Inthe1stclassthisinvolveddrawingtwopointsAandB,drawingalinesegmentbetweenAandB,anddrawingseveralotherlinesegmentsfromAwiththesamelength.InthelastclasspointsAandBweredrawn,butadottedlinesegmentwasdrawnfromAtoB,andsimilardottedlinesegmentsweredrawnfromA.



Figure1:AandBlinesegmentdrawings

WhenIaskedJanethowthelessonwentshenotedthatinthefirstclass,studentsfeltthat

everythingdrawn,includingthelinesegments,werepartofthelocus.Inlaterclassesthe

drawingwaschangedsothatstudentsunderstoodthatonlythosepointsindicatedwere

partofthelocus.

Thesechangeswerealsoreflectedinthestudentteacher’sabilitytoanticipatestudent

misconceptions.Severaltimesamistakethatstudentsmadeinoneclasswereincorporated

intothelessongiventothenext.InanAlgebraclassJanetaskedstudentstosolve ! +2 ! − 4 = 12.Inthefirstclassastudentgavetheansweras 12.Whenshesaidthisis

incorrect,severalothersstudentssaidtheygotthesameanswer.Aftershelookedat

severaloftheirpapers,Janetinformedthemthattheydistributedincorrectly,andshowed

themthecorrectwaytosolveit.OnreflectionJanetsaidsheneededtodoabetterjobof

explaininghowtosolvetheproblem,sointhenextclassshepreemptivelyaskedstudentsif

theyweremultiplyingthebinomial,andpresentedanalternatemethodofsolvingthe

problem.

Long-TermChanges.Therewassomeevidenceofmorelong-termchangesthatoccurred

amongmystudentteachers,thoughthepedagogicalonesseemtohavelesstodowith

learningnewideasthancomfortintryingoutnewthings.Janetdemonstratedanoverall

shiftfromprovidingthemajorityoftheexplanationsinthebeginningofherstudent

teachingtorequiringmorestudentexplanationsneartheend.Someofthiswasduetoher

overallcomfortlevelwiththestudents,withherbecomingmoretrustingoftheiranswers

anddiscussionsasthesemesterprogressed.However,themoreimportantreasonforthe

changewasherdesireforstudentunderstandingandaccountability,whichcouldfallinto

Shulman’sKnowledgeofEducationalEnds.Inthefirstlessonofthefirstday,Janetpresentedalloftheexplanationsforthewarm-upandmostofthemduringthelesson.

Whenaskedaboutthis,sheexplained,“IguessIdidn’treallyhaveanevaluationpacket

(process).Ijustthoughtthatitmighttakealittlebitlongeriftheydrewallofthem,soI



decidedtodrawsomeofthem.”Aweeklaterwhenplanninganactivity,sheexpressedadesiretohavemorestudentinvolvement,saying,“Iwanttoassign…akidtocomeupsothatatleastsomeofthemarereallybeingaccountable.”Threeweekslatershehadstudentscomingtotheboardtoanswerotherstudents’questions.Shesaidonreflectionthatforthestudents,“It’snotthequestions,it’stheconcepts”thattheyneedtomaster,andthemsharingideaswillhelpthemmasterthem.Janetnotonlychangedwhatshewasdoingpedagogically,butalsoseemedtoshowachangeinherunderstandingofthevalueoftheactivitiesshehadplanned.

Theotherlong-termchangehadtodowithUnderstandingofStudents.AtthebeginningofNorma’stimeinmyclasswespentalotoftimediscussingwhatindividualstudentshaddoneinclassandhowshecouldmodifytheirbehavior.Bytheendofthesemesterourdiscussionhadchangedtoexaminingwhytheywerebehavingacertainwayandhowthestructureoftheclassroomaffectedstudentbehavior.Astudentmentionedinthebeginningas“drivingmecrazy”changedtobeingastudentwho“Ithink…isalittlebitself-conscious,somaybeheisalittlebitcomfortablenotinthefrontofthewholeclass.”

AllofthestudentteachersandinternsthatIhaveworkedwithexhibitedgrowthduringtheprocess,butsomeshowedmorethanothers.Whileallwerewillingtodiscusswithmewhathadhappenedandwhattheywoulddodifferently,notallexhibitedthesamelevelofwillingnesstoquestionorchangewhattheydid.Ingeometryclass,Robertintroducedtheconceptofthealtitudeofatrianglebyhangingalargeplum-bobfromtheceilinginthefrontoftheroom.Heexplainedthatthealtitudehassimilarproperties,hangingstraightdownfromthevertextotheoppositeside.Whenstudentswereaskedtodrawthealtitudesfortheirnotesmosthadageneralidea,buttheirdrawingsshowedalackofunderstanding.WhenIaskedhowhethoughtthelessonwentRobertexpressedfrustrationthatthestudents“didn’tgetit”and“theydidn’tseemtopayattention.”Iaskedhimwhathecoulddodifferentlytohelpthemunderstanditandpayattention,buthesaidtheproblemwastheyweren’ttryinghardenough,andhedidn’tthinkhecouldchangethat.Althoughheunderstoodtherewasaproblem,hisattachmenttothisinstructional-aidlimitedhisabilitytoquestionitsusefulnessorlookforothermethods.

Conclusion

Thepresentstudydemonstratesamodelforanalyzingstudents’reflectionasatoolforexaminingstudentteacherlearningandforteacherlearningingeneralusingtheShulman(1987)framework.Itismosteffectivewhenbothmentorandmenteearewillingtoengageinreflectivepractice,discussreflectionsonaregularbasis,andmakechangestotheirpracticebasedonreflection.ThismethoduncoveredlearningthatoccurredintheareasofPedagogy,PedagogicalContentKnowledge,UnderstandingofStudentsandKnowledgeofEducationalEnds.Thislearningisobservableinboththeshorttermandonamorelong-



termbasis.Becauseofthelimitednumberofparticipants(twostudentteachersandone

intern),settings(onementorteacher)andthefactthatallweremathematicseducation

majors,itisunknownhowcommonthesechangeswouldbeamongstudentteachersin

othersettingsworkinginothersubjects.

Beyondtheresultsofthisstudy,themethodofhavingmentorteachersreflectwiththeir

studentteachersanddocumenttheresultsseemslikeapowerfultool(Frick,Carl,&Beets,

2010).Manyresearchershavelamentedourlackofunderstandingregardingwhatisgained

fromthestudentteachingexperience(Elliot,1995;Greenberg,Pomerance,&Walsh,2011;

Levine,2006).RoscoeandButt(2010)explainthatinteachereducationthecurriculumhas

beenadjustedbasedoncurrentresearch,buttheassessmentsusedtoevaluatethestudent

teachersperformancehasoftenlaggedbehind.Manymentorteachersfeelthattheir

primarydutyistogetoutofthestudentteachersway(Leatham&Peterson,2009),yetthey

arealreadybeingaskedtoevaluatetheirprogressanddocumenttheirstrengthsand

weaknesses.Askingthemtoengageinamorestructuredreflectionwiththeirstudent

teacherscouldleadtopowerfulresults.Duncan’s(1994)andBoyd’s(2009)concernsabout

thedifficultyofidentifyingchangesandlearningamongpre-serviceteacherscouldbedealt

withbytakinglargesamplesandidentifyingaprioriwhichpeopleheldwhichview.

Thisprocessofstudentteachers’reflectingontheirpracticesandmakingchangestotheir

methodswasnotnecessarilyaneasyone.Oneofthestudentteachersmentionedthatin

herpreviousplacementasaninternpriortostudentteachingeverythinghadbeen

prescribedforher.Whensheneededtoteachalessonforoneofherclasses,shewastold

notonlywhattoteachbuthowtodoit.Inthatsetting,unlessclassesweregivenina

lectureformat,withstudentstakingnotesandworkingindividually,itwasfrownedupon.I

askedwhysheaskedtobeassignedtoadifferentlocationforherstudentteaching.She

wasfamiliarwiththatsetting,andIsaidthatmostpeoplewouldhavethoughtthatitwould

beeasiertogobackthere,whereeverythingwasthesameandyoudidn’thavetothink

aboutwhatyouweredoing.Shethoughtaboutitforaminute.“Yes,”shesaid,“itwould

beeasier,ifyoudidn’treallycare.”

Aseducatorswehavearesponsibilitytoensurethatourstudentsarelearningthecontent

anddevelopingskillsandabilitiesthatwillassisttheminthefuture.Mentorteachershave

anadditionalroleinensuringthatfutureteachersgaintheknowledgeandskillstheyneed

tobecomeeffectiveteachers.Small-scalestudiesofchangesthatindividualsmakecanbe

usefulindevelopingnewmodelsofteacherdevelopmentandgrowth.Byengagingwith

studentteachersinreflection,andusingthatasatooltostudytheirdevelopmentwecan

improveeducationnotonlyforourownclassesbutforfuturestudentaswell.



AbouttheAuthor

JeffreyJohnson,Ph.D.isamathematicsteacheratalargeurbanhighschool,andacollege

instructorinmathematicsandmathematicseducation.HeearnedhisPh.D.inCurriculum

andInstructionfromArizonaStateUniversity,andhisMastersinMathematicsEducation

fromTeachersCollege,ColumbiaUniversity.Hisresearchinterestsincludeteacher

preparation,studentteaching,anddevelopmentofmathematicspedagogicalcontent

knowledge.Email:[email protected]



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