S-Space College of Education (사범대학) Center for Educational Research (교육종합연구원) SNU Journal of Education Research (SJER) SNU Journal of Education Research vol.20 (2011)
An Analysis of Reflective Thinking of Pre-Service Science Teachers during a Science Methodology Course
- Park, Mihwa; Song, Jinwoong; Lee, Gyoungho
- Issue Date
- 서울대학교 교육종합연구원
- SNU Journal of Education Research, Vol.20, pp. 91-120
- In recent years, many studies have argued that reflective thinking
helps pre-service teachers to develop expertise in their practice.
Teachers reflective thinking is seen as being helpful in developing
teachers into decision makers, thereby helping them to understand their
work and define the direction of schooling. Furthermore, reflective
thinking is viewed as being able to link theory and practice. Thus, the
purpose of this study was to define the types and content of reflective
thinking and to measure changes in the types and content of
participants reflective thinking through a science methodology course.
In this study, we defined teachers reflective thinking and analyzed
pre-service teachers reflective thinking demonstrated in their journal
writing and interviews. Two pre-service teachers voluntarily participated
in this study. The participants took theoretical lessons, demonstrated
micro-teaching, and taught students during field experience as part of
a three-month long science methodology course and practicum.
Reflective practice journals and individual interviews were used for
analyzing the changes in and characteristics of pre-service teachers
reflective thinking. The results of this study were as follows. First, the
major type of participants reflective thinking was technical reflection,
and much of the content of their reflective thinking leaned toward
teaching technique and physical context. Secondly, professional reflection
was more appropriate than technical reflection for translating the
separated contents into an integrated knowledge set. Thirdly, compared
with other periods, pre-service teachers reflective thinking was
dominantly enhanced during field experience.