Abstract
Studies of the influence of conventional methods courses on preservice classroom teachers (PCTs) have provided mixed results. The purpose of the study described in this paper was to break new ground and examine the effects of a critically oriented 6-week methods course and a 9-week early field experience on one class of 24 PCTs. Data were collected during and immediately after the early field experience by asking PCTs to complete critical incident reflective sheets, success/nonsuccess critical incident reflective sheets, and an anonymous reflective questionnaire. Analytic induction was used to analyze them. Results indicated that PCTs were able to reflect at a technical and practical level and achieved many of the goals at which conventional methods courses are aimed. Conversely, there were few examples of critical reflection. Personal, cultural, and programmatic factors explaining this finding are discussed.
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