Reflections over Time: Preservice Teachers' Images of Their First Year of Teaching

Abstract

This longitudinal study focused on “self-as-teacher” profiles of preservice teachers. Case studies were selected from two sections of a literacy methods class; subjects participated in a one-on-one reflective process in which they looked for themes in their own profiles. One group of case studies repeated the process a year later and contrasted their current images of self-as-teacher. A qualitative analysis found that all the case studies asserted that writing the profiles was helpful, and the individual reflective process was of further benefit because it enabled them to see themes and tensions in their own expectations of teaching. When preservice teachers returned a year later to discuss their profiles, they responded positively to their own writing. All of them reiterated the benefit of the reflective process and commented on the way their images of self-as-teacher had remained relatively stable except for deeper understanding of some issues. These findings under score the importance of personal reflection in teacher education courses.