Reflection in alignment to professional standards: What did the student teachers highlight?

Abstract

This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the least reflection were organizing curriculum and planning instruction. Analysis of the reflection journals also revealed how the student teachers grew as individuals and in interaction with others in a learning community. Based on the results, implications for teacher education are proposed. Limitations are also discussed.