Reflective processes

Abstract

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of reflection-on-action, reflection-in-action, and reciprocal-reflection-in-action framed the study. Thirteen early learning program alumni from seven community and technical colleges participated in the study. Inductive analysis was used to develop six categories, from which six conclusions were drawn. First, modeling and talking are key themes in how student teachers learn from their mentor during the student teaching experience. Second, reflective processes in student teaching include opportunities to reflect-on-action, collaborate, plan, and problem solve. Third, mentor support is fundamental to student teacher reflection, including development of trust. Fourth, reciprocal reflection-in-action is an element of the mentor role. Fifth, reflection-in-action is used in making adjustments to teaching while in the midst of action. Sixth, student teachers recognize personal growth as well as professional growth throughout the early learning program and in their student teaching experience. A variety of implications for future research arise from this study, including exploring the perspective of the mentor, or the varying relationships found in the student teaching triad. In addition, research on developmental networks, mentor selection, and student disposition are of interest. Finally, implications for future practice include developing mentor training, creating a mentor and student teacher network, and specifying steps of reflection in student teaching.