Do We Do Dewey? Using a Dispositional Framework to Examine Reflection Within Internship Professional Development Plans
Our revised secondary teacher education professional development plan (PDP) project required preservice teachers to identify their teaching beliefs, use these beliefs to analyze practice, and create an action plan centered on a research question from this analysis. We predicted these plans would show evidence of Dewey's (1964) reflective dispositions (open-mindedness, whole-heartedness, responsibility). We had two research questions to examine this assertion: 1) To what degree did our pre-service teachers' PDPs show evidence of Dewey's dispositions toward reflective practice? 2) What were the trends for each of these dispositions? Overall, the PDPs showed evidence of all reflective dispositions; however, the dispositions were unevenly represented. From this study, we recommend a more longitudinal and personalized approach to the PDP to make it more integral to the development of preservice teachers.
Digital Object Identifier (DOI)
Zoellner, Chant, R. H., & Lee, K. (2017). Do We Do Dewey? Using a Dispositional Framework to Examine Reflection Within Internship Professional Development Plans. The Teacher Educator, 52(3), 203–221. https://doi.org/10.1080/08878730.2017.1316623