Detecting reflection-in-action among preservice elementary science teachers

Abstract

This study deals with the way in which preservice teachers think about their early experiences teaching science to children. Donald Schön's conceptualization of the nature of professional thinking, Reflection-in-Action, is explored for its ability to make sense of a beginning science teacher's reflection about a methods course practical experience. The concept of the “cycle of reflection” is developed, and a set of criteria for detecting reflection-in-action in clinical supervision dialogue is put forth. The use of the scheme is illustrated with detailed analyses of excerpts of clinical supervision discussion.