The Effect of Concept Mapping on Preservice Teachers’ Reflective Practices when making Pedagogical Decisions

English Version



Abstract

The purpose of this study was to determine the effect of using concept mapping to promote reflective instructional decision-making among junior level education preservice teachers when planning lessons for elementary and secondary students. The researchers were interested in determining if there was a connection between the use of concept mapping to help preservice teachers improve their instructional decisions when planning lessons and their reflective practices when striving to improve the quality of their lessons. The eighty-five participants in the study were junior education majors enrolled in an introductory education course (Planning and Teaching Strategies for Effective Classroom Practice). This course provided opportunities for reflection of classroom practices, curriculum design and planning. The intervention group consisted of forty one (n = 41) preservice teachers and the control group consisted of forty-four (n = 44) preservice teachers.

In 2002 President Bush stated, “The effectiveness of all education reform eventually comes down to a good teacher in the classroom. A good teacher can literally make a life long difference”. Teacher education programs assist prospective teachers on the road to becoming effective teachers by providing the basic knowledge and skills necessary. The ability to reflect on one’s work and improve practice based on these reflections are important pieces to becoming an effective teacher. University instructors assist preservice teachers by teaching them about the instructional situations they will encounter in the classroom and asking them to reflect on their observations. According to Moore (2003), field experiences hold great potential for providing preservice teachers the opportunity to practice instructional decision making and reflective practice. Through reflection, preservice teachers analyze classroom situations in order to make appropriate pedagogical instructional decisions as they plan lessons. These decisions are key to effective instructional planning and teaching. Their skill in reflection will be a vital skill as preservice teachers enter the teaching workforce.



Journals for full download on the link below
<== Download