Preservice teachers' reflections on observed “bumpy moments” in teaching: Implications for teacher education

Abstract

Preservice teachers' interpretations and reflections on observed classroom events are central to their development as teachers. The following study explores the use of “bumpy moments” in teacher education to examine preservice teachers' understandings of actual teaching events. Results of this study offer insights into how bumpy moments might be used as a programmatic tool for identifying and encouraging reflection in preservice teachers, using these instances as a springboard for consideration and discussion of the appropriate knowledge and theory that might be applied to the decision‐making process. A framework for effectively employing the use of bumpy moments as a pedagogical tool in teacher education is pro posed, suggesting one possible way that teacher educators might further address preconceptions and early understandings of the teaching process.