|Published online: August 8, 2016||$US5.00|
The aim of this qualitative case study is to illuminate the beliefs student-teachers have upon entering a teacher education program about history teacher’s roles and to investigate if and to what extent their initial beliefs transformed as they underwent training. We used a qualitative thematic analysis to analyze the research data, which is an independent qualitative descriptive approach. The major findings found that during the courses in the postgraduate program and during practicum, student-teachers were engaged in a new discourse where they questioned and challenged their previous beliefs about history teaching and the characteristics of an effective history teacher. Through reflection, they began to question their initial beliefs. It was also found that the two student-teachers’ reflections were facilitated by opportunities and support available to them by their academic supervisor; there was a balance between critical dialogue, challenge, support, and empowerment, in order for student-teachers to construct new ways of defining their world and responsibilities as history teachers. They were able to learn about and learn through their reflections. Implications of the study included that reflection should be regarded as a viable methodology for professional development of student-teachers. By learning from and learning through their reflections during university courses and practicum, student-teachers may gain professional development.
|Keywords:||Student-Teachers, Practicum, History Teaching, Reflection, Transformation|
The International Journal of Learning in Higher Education, Volume 23, Issue 3, September 2016, pp.37-50. Article: Print (Spiral Bound). Published online: August 8, 2016 (Article: Electronic (PDF File; 398.880KB)).
Adjunct Assistant Professor, Faculty of Phylosophy-Pedagogics-Psychology, Department of Pedagogics, National and Kapodistrian University of Athens, Nea Smyrni, Athens, Greece