Reflective Theory and Practice: A Constructivist Process for Curriculum and Instructional Decisions

Abstract

This study investigated the reflective insights secondary education preservice teachers constructed about their curriculum and instructional practices during a teacher education course and related field experiences. The course was grounded by the principles and assumptions of a constructivist learning theory in which meaning is constructed through the reflective analysis of experiences. A qualitiative research design was used for the data collection and analysis of six preservice teachers' lesson plans, reflective analysis papers, videotaped lessons, and interviews. A dialectical process followed throughout the interviews served as a catalyst for reflection and allowed the preservice teachers to explore the conceptual understandings being constructed about their experiences. Through these discussions the meanings of ideas were explored and interrelationships between teacher's ideas and practices were examined for clarity and consistency.