Preservice Teachers' Thinking About Classroom Events

Document Type

Article

Publication Date

1-1-1993

Description

Recent inquiry about the role that experience plays in learning to teach is prevalent in a number of expert-novice studies. This study explored variations in preservice teachers' thinking about classroom events. Comparisons of interview data from 36 preservice teachers revealed differences in the way they recalled, interpreted, and made judgements about classroom events. Results suggest differences and similarities in the way teachers at different stages of a preservice program view the class environment. Results challenge the unitary view of preservice teachers and the way many teachers are currently prepared for the profession.

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