Abstract
ABSTRACTThis research study explored pre-service teachers' (PST) reflections of their student teaching experiences through AHA moments. Participants included 37 pre-service teachers enrolled in mathematics and science student teaching seminars. Qualitative methods were used to analyze PSTs' written and verbal responses to questions regarding AHA experiences. Four themes emerged related to PSTs' AHA moments: a greater awareness of PSTs' identity as teachers, the importance of knowing their students, the realization of inconsistencies in their own and their students' beliefs, and the importance of anticipating students' misconceptions. The potential for using an AHA moment assignment, as presented here, appears to support reflection among PSTs; however, it is not clear these PSTs used judgments and analysis, both integral elements of the reflective process.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The Clearing House: A Journal of Educational Strategies, Issues and Ideas
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
