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Volume 24Number 1 publication date:Jun. 2011
Exploring the Influence of a Two Stage Reflective Teaching Practicum on the Development of Student Teachers’ Practical Knowledge
    Author:Kuo-Tai Chen
Research Article

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The purpose of this study is to design a reflective teaching practicum with two stages in which an enhanced curriculum was arranged between the first and second stage, and then the study explored its influence on the development of student teachers’ practical knowledge. Twenty-one student teachers taking the course of “teaching practicum” at center of teacher education in south Taiwan were invited to participate in this study, and data was collected by classroom observation, interviews and document analysis. The results were as follows: (1) Although student teachers’ super structure of practical knowledge (i.e. image of teaching) was not influenced by the two stages of reflective student teaching course, their concepts of relevant practical knowledge was. Thus, their images of teaching were getting more exquisite enabling their practical knowledge to be more applicable. (2) Students teachers significantly developed their knowledge of teaching objectives, knowledge of learners, and knowledge of instruction through the reflective and clarifying process of observation and awareness, suspicion and criticize, investigation and exploration, and insight and identification. (3) The practical knowledge student teachers attained during the enhanced curriculum and the first stage of the student teaching course was very clear and in a definite direction; therefore, when they went back to the same classroom setting and were faced with similar teaching problems in the second stage, they would verify the practical knowledge developed through reflection, and their enhanced teaching effectiveness would reinforce their practical knowledge again.



Keywords: image of teaching, practical knowledge, reflective teacher education, student teacher, two-stage teaching practicum


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