Reflectivity and Effectiveness of Preservice Teachers in a Unique Field Experience

Abstract

This study investigated the differences in reflections of preservice teachers' teaching effectiveness during a unique field experience called Kids' College. This field experience provided selected preservice teachers with complete ownership of the conceptual development, planning, preparation, implementation, and evaluation of their teaching. Preservice teachers team-taught interdisciplinary units involving higher order thinking skills and active involvement on the part of culturally diverse elementary-age learners. Data sources included preservice teachers' reflective journals, group and individual interviews, and professor observations. Results indicated a clear difference in reflections of preservice teachers related to their effectiveness. Systematic, guided instruction in reflectivity and instructional problem solving in field settings may be crucial to the development of teaching effectiveness.