Practicing and preservice teachers' reflections on "bumpy moments" in teaching

Abstract

The following study addresses the present theories on reflection in teaching, and attempts to locate this reflection in practice. Through analysis of "bumpy moments" in teaching, the study describes teacher reflection as it actually occurs in the classroom context. The following research questions were designed to examine practicing and preservice teachers' perceptions and reflections on "bumpy moments" in teaching and determine the similarities and differences between the two: (1) What do teachers and preservice teachers consider to be "bumpy moments" in their teaching or observation of teaching? (2) What do teachers and preservice teachers think about when faced with a "bumpy moment" in teaching? (3) What kinds of knowledge or beliefs do teachers and preservice teachers bring to the "bumpy moments," and where did they come from? (4) How does the teacher resolve the difficult task of making decisions instantaneously within the classroom context; and what did the preservice teacher observe the teacher doing? and (5) What are the implications of each "bumpy moment" on a teacher's or preservice teacher's thinking about future decisions and teaching practice? These research questions were addressed through the identification of "bumpy moments" during a specific period of teaching, and a comparison of the moments identified by both the practicing teacher and the preservice teacher. Interviews were conducted to gain insight into the factors, thoughts, understandings, knowledge, actions, and possible impact of each "bumpy moment" identified. Through an analysis of the "bumpy moments" identified by both the practicing and preservice teachers, several important findings emerged about the similarities and differences in the types of "bumpy moments" shared by the two groups of participants. Further, differences in the practicing and preservice teachers' thoughts, knowledge and beliefs brought to each moment give further insight into how teachers at varying stages of their development might experience these classroom events. Increased understanding of how preservice teachers interpret these moments may provide Teacher Educators with insights for developing programs that encourage teacher reflection.