Proposal for a Method of Reflection through Action Research in Graduate School of Teacher Education

Abstract

Practitioner inquiry is the core of teacher education programs, and methods of supporting reflection, which is an essential element of inquiry, are an important issue for consideration. In this study, we referred to the results of action research by a graduate student in a teacher education program as data, and considered the nature of reflection in the inquiries of graduate students in teacher education programs. The graduate school teacher education student analyzed her own classroom practice with that of practicing teachers. Through this comparative analysis, the graduate school teacher education student clarified the issues of clearly anticipating the comments teachers want to elicit from students in the classroom, and then comparing and contrasting these anticipated comments with the actual spontaneous comments made by students. Since such instantaneous judgments during lessons depend on the teacher’s interpretation, teachers must reflect on their own interpretations. Based on the above, this study argues that reflection in practical training at a graduate school of education should encourage reflection not only on superficial words and actions during lessons, but also on one’s own interpretations. The results of this study is hoped to contribute to the formulation of effective support for reflective practice for science preservice teachers.