Locus of Control and Reflective Thinking in Preservice Teachers

摘要: During the past two decades demographic changes have altered profiles of countless families, educational needs their children, and school community environments (Ogle, 1991). Equipped with repertoires specific teaching skills, many teachers been unprepared to adapt instructional behaviors materials meet challenges today's diverse student populations (Hyun & Marshall, 1996). Low achievement pervasive teacher frustration are logical consequences this incongruity between context. Teacher education programs simply cannot address every situation a prospective will encounter. Rather, they must provide preservice general knowledge base pedagogical principles practices strategy for adapting these practices. For educators John Dewey's model reflective practice is that adaptation (Hillkirk Dupuis, 1989; Smith, 1994). Reflective disciplined inquiry into motives, methods, materials, practice. It enables practitioners thoughtfully examine conditions attitudes which impede or enhance achievement. (1) responsive unique emotional individual students; (2) question personal aims actions; (3) constantly review goals, (Pollard Tann, 1987). The paradigm hardly new one. In his seminal work, How We Think, published in 1909, Dewey explained concepts thinking teaching. thinking, wrote, emphasizes ideas implies future physical action; it not merely an exercise theoretical manipulation intellectual entertainment (Dewey, 1909/1933). Using methods rational, systematic inquiry, person able confront solve variety professional obstacles; be proactive force his/her environment. nurturing sustaining habits thought, advocated cultivation three attitudes: Openmindedness, whole-heartedness, responsibility. "Openmindedness" 1909/1933, p. 30), first desired attitudes, respectiveness, willingness dispassionately consider multiple novel ideas. Such openmindedness accompanied by sense convergent attention "whole-heartedness" 31). All individual's mental, emotional, resources committed resolution problem. Ultimately, though, admirable qualities whole-heartedness dangerous if tempered notions "intellectual responsibility" 32). Intellectual responsibility insists thinker any proposed plan, short-term long-term effects suggested behaviors. Donald Schon, among others, has corroborated expanded philosophies observations on books, Practitioner Educating (Schon, 1983, truly effective, practitioner, Schon argues, augment technical expertise insights artistry Situations, despite seeming similarities, problems practitioner face. Solutions often lie outside realm existing knowledge; thus, necessity problem solving importance study lies its attempt promote strategies education. Specifically, examined as related locus control. …